The aim of this paper is to describe the narrative profile of three groups of kindergarten children, one of them with Intellectually Disability (ID), other with Specific Language Impairment (SLI) and the last one, with typical cognitive and language development (TL). Their transcribed stories were evaluated by criteria, with the Adapted Narrative Complexity Index (Bustos & Crespo, 2014). The results show that all the groups over developed the attempt or central action of the story, indicating that the narrative is equal to action. However, there were emphasis differences: while TL and SLI children worked more around the causal scheme surrounding the action (initial event and consequence), children with ID highlighted the initial event and the character.
|Translated title of the contribution||The different narrative profiles of children with different linguistic and cognitive conditions|
|Number of pages||22|
|Journal||Literatura y Linguistica|
|State||Published - 2016|