| Summary: | 碩士 === 臺北市立大學 === 特殊教育學系 === 106 === The purposes of this research were (1) to investigate the effective narrative assessment indices for language delayed preschooler and their typically developing peers, (2) to determine the effect size of these narrative assessment indices, and (3) to verify whether the construct of these indices could reflect the past theories. The subjects were 60 preschool children, including 30 language delayed children and 30 typically-developing children. Using the wordless picture book<Frog, where are you?>as material, the narratives samples were collected through story-retelling procedures. The results were as following:
I. Macrostructure: two groups of children performed significantly different in " setting, initiating event, attempt, consequence, reaction ", and also in the score of complete episodes.
2, Microstructure: significant differences were found between two groups in following indices: (1)semantics: number of total words, number of different words, and percentage of word-level errors, (2)syntax: mean length of C-unit, subordination index, and percentage of grammatical incorrect utterances; (3)cohesive ties: percentage of complete reference cohesive ties, percentage of complete connective cohesive ties, percentage of total complete ties.
3. Speech disruption and speech rate: two groups performed significantly different in percentage of maze words and average speech rate.
4. The number of complete episodes, attempt, setting, initiating event and consequence were the top five powerful indices that could developmental language delayed children and their typically developing peers.
5.Three factors were extracted through exploratory factor analysis, which were narrative language indices", “maze indices", and "pause indices". However, these three factors were not exactly similar to what past theories stated macrostructure", "microstructure" and "speech disruption/fluency.
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