[[alternative]]Effect of Visual Cue on Story Retelling for Children with Language Delay

[[abstract]]本研究旨探討在誘發重述故事時，是否給予圖片作為視覺線索對語言正常發展及發展遲緩兒童在重述故事表現的影響。研究對象為語言正常發展及語言發展遲緩兒童各18名，年齡介於4歲11月至5歲11個月。以兩種方式誘發語言樣本：其一為伴隨圖片，兒童聽故事與重述故事的過程中都伴隨圖片當成視覺線索；其二為不伴隨圖片，兒童聽故事與重述故事的過程中都未伴隨圖片，每位兒童均需接受上述兩種施測。分析向度為細微結構：總C單位數、總詞彙數、相異詞彙數、平均C單位長度、代名詞、連接詞、指示詞及迷走語；整體結構：故事文法要素總數及完整情節總數。同時也以問答方式評估兒童對於故事裡的理解表現。 研究結果顯示：對語言正常發展兒童而言，除了故事完整情節在未伴隨圖片下的數量顯著較多外，有無圖片並未顯著影響其他的敘事向度及故事理解表現。對語言發展遲緩兒童而言，有無圖片皆未顯著影響他們在重述故事及故事理解的表現，研究結果將進一步加以討論。因視覺線索並未顯著提升重述故事及故事理解的表現，因此建議臨床語言治療師需再考慮使用圖片於誘發重述故事的必要性與否。[[abstract]]The purpose of this study is to investigate the effect of visual cue on story retelling for children with normal language development and children with language delay. Eighteen normal children and 18 language delay children between ages 4;11 to 5;11 were recruited. Story simples were presented to the subjects in 2 conditions：Oral only and combined oral and pictures. Measurements for analyzing are total number of C-units, total number of words, total number of different words, mean length of C-units, cohesive ties, ratio of maze, total number of story grammar units and complete episode. In addition, researcher asked six questions to evaluate the story comprehension. The result shows that no significant difference in narratives and story comprehension was found between the condition with picture and without picture, except for the total number of complete episodes. Significant results in complete episodes were only seen in normal group, that is more complete episodes in the oral only condition. For language delay group, visual cues didn’t make any significant effect on narrative skill and story comprehension. Since visual cues did not provide any advantages on story retelling and story comprehension, it is crucial for SLP to think twice about using picture to elicit story retelling during clinical practice