M F Westerveld

Learn More
This investigation explored the effects of oral narrative elicitation context on children's spoken language performance. Oral narratives were produced by a group of 11 children with reading disability (aged between 7;11 and 9;3) and an age-matched control group of 11 children with typical reading skills in three different contexts: story retelling, story(More)
This study aimed to determine if oral narrative comprehension and production measures derived in a fictional story retelling task could be used to create a profile of strengths and weaknesses in oral narrative ability (Profile of Oral Narrative Ability: PONA) in young school-aged children. The story retelling task was field-tested with 169 typically(More)
This 2-year longitudinal study investigated oral narrative ability in 14 children with mixed reading disability and their age-matched peers with typical development. The children were aged between 6;4 and 7;8 at the commencement of the study and assessments were administered individually to the children on three occasions over a 2-year period. Oral(More)
A high percentage of school-age students with autism spectrum disorder (ASD) have reading comprehension difficulties leading to academic disadvantage. These difficulties may be related to differences in children's emergent literacy development in the preschool years. In this study, we examined the relationship between emergent literacy skills, broader(More)
PURPOSE This research investigated the expository language skills of young school-age children with the ultimate aim of obtaining normative data for clinical practice. Specifically, this study examined (a) the level of expository language performance of 6- and 7-year-old children with typical development and (b) age-related differences between young and(More)
This study investigated if the story retelling and comprehension task Ana Gets Lost, that is frequently used with school-aged children, has clinical utility with a preschool population. The study also assessed the task's concurrent and predictive validity with norm-referenced tests of language performance. A total of 92 typically-developing 4-year-old(More)
This cross-sectional study investigated the spoken expository discourse skills of children and adolescents elicited in generation and retelling conditions. There were three groups of participants: young school-age children (M = 7.0 years; n = 64); intermediate-school-age children (M = 11.3 years; n = 18) and high-school-age students (M = 17.6 years; n =(More)
PURPOSE Research into the language sampling practices of Australian speech pathologists suggests the Bus Story Test is a frequently used standardized tool for eliciting story retelling samples for screening, diagnosis, goal-setting, and progress monitoring purposes. Because this task has not been normed on an Australian population, this study investigated(More)
BACKGROUND Personal narratives are descriptions of past events experienced by the speaker and are one of the most commonly found forms of narration in children. The ability to tell personal narratives is considered critical for socio-emotional wellbeing and academic performance. AIMS This study investigated the personal narrative skills of 25 children(More)