Child Language Teaching and Therapy

Xue, Jin; Zhuo, Junjing; Cao, Juntong

2024 Child Language Teaching and Therapy

doi: 10.1177/02656590241250257

Little evidence has been reported for narrative-related difficulties for Chinese Mandarin-speaking school-age children with developmental language disorder (DLD). This study aimed to capture the indices from narratives that can differentiate Chinese children with and without DLD. Oral narrative and written narrative samples were collected from children with DLD (Mage = 8.37, SD = 1.25; N = 26) and typically developing (TD) children (Mage = 8.46, SD = 1.28; N = 26). The narrative samples were compared on a series of indices of narratives in both oral and written narratives. Results showed that at the macrostructure, Mandarin Chinese-speaking school-age children with DLD lagged behind TD children in story structures; at the microstructure, children with DLD had weaker performance in story productivity, lexical diversity, and syntax diversity. Moreover, less group difference was found in the written modality relative to the oral modality. The results suggest indices of story productivity, lexical diversity, and syntactic complexity could be potential linguistic markers in the assessment of school-age Mandarin-speaking children with DLD. The present findings advance our understanding of deficits in narratives for Mandarin-speaking children.