What’s happening? And other questions obligating complete sentences as responses

Rachel Jean-Baptiste, Harriet Klein, Danielle Brates, Nelson Moses

Research output: Contribution to journalArticle

Abstract

This study was designed to examine the strength of question types to obligate complete responses from children, and the effect of age and play context. Participants were typically developing children (mean ages 2;8, 3;4 and 4;7), who engaged in play with three speech-language pathologists in play contexts. Questions posed to the children were coded by semantic content (Epistemic, Procedural Action, External State, and Causal). Children’s responses were coded for syntactic complexity (complete or incomplete sentences). The effect of question type on response was analysed. All questions yielded high proportions of complete responses, which increased with age. There were no statistically significant differences between question type and completeness of response except for a significant difference found for External State when multi-verb responses were analysed. The results support the use of these question types in play settings with children to promote expression of complete sentences.

Original languageEnglish (US)
Pages (from-to)191-202
Number of pages12
JournalChild Language Teaching and Therapy
Volume34
Issue number2
DOIs
StatePublished - Jun 1 2018

Fingerprint

Semantics
Language
semantics
language
Question Types
Pathologists
Verbs
Completeness
Causal
Proportion
Procedural
Incomplete Sentences
Speech-language Pathologists
Semantic Content
Syntactic Complexity

Keywords

  • children
  • language sampling
  • typical development

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Developmental and Educational Psychology
  • Clinical Psychology
  • Linguistics and Language
  • Speech and Hearing

Cite this

What’s happening? And other questions obligating complete sentences as responses. / Jean-Baptiste, Rachel; Klein, Harriet; Brates, Danielle; Moses, Nelson.

In: Child Language Teaching and Therapy, Vol. 34, No. 2, 01.06.2018, p. 191-202.

Research output: Contribution to journalArticle

Jean-Baptiste, Rachel ; Klein, Harriet ; Brates, Danielle ; Moses, Nelson. / What’s happening? And other questions obligating complete sentences as responses. In: Child Language Teaching and Therapy. 2018 ; Vol. 34, No. 2. pp. 191-202.
@article{cc40c0fb9bfa4089abbb60b73faf93b2,
title = "What’s happening? And other questions obligating complete sentences as responses",
abstract = "This study was designed to examine the strength of question types to obligate complete responses from children, and the effect of age and play context. Participants were typically developing children (mean ages 2;8, 3;4 and 4;7), who engaged in play with three speech-language pathologists in play contexts. Questions posed to the children were coded by semantic content (Epistemic, Procedural Action, External State, and Causal). Children’s responses were coded for syntactic complexity (complete or incomplete sentences). The effect of question type on response was analysed. All questions yielded high proportions of complete responses, which increased with age. There were no statistically significant differences between question type and completeness of response except for a significant difference found for External State when multi-verb responses were analysed. The results support the use of these question types in play settings with children to promote expression of complete sentences.",
keywords = "children, language sampling, typical development",
author = "Rachel Jean-Baptiste and Harriet Klein and Danielle Brates and Nelson Moses",
year = "2018",
month = "6",
day = "1",
doi = "10.1177/0265659017735960",
language = "English (US)",
volume = "34",
pages = "191--202",
journal = "Child Language Teaching and Therapy",
issn = "0265-6590",
publisher = "SAGE Publications Ltd",
number = "2",

}

TY - JOUR

T1 - What’s happening? And other questions obligating complete sentences as responses

AU - Jean-Baptiste, Rachel

AU - Klein, Harriet

AU - Brates, Danielle

AU - Moses, Nelson

PY - 2018/6/1

Y1 - 2018/6/1

N2 - This study was designed to examine the strength of question types to obligate complete responses from children, and the effect of age and play context. Participants were typically developing children (mean ages 2;8, 3;4 and 4;7), who engaged in play with three speech-language pathologists in play contexts. Questions posed to the children were coded by semantic content (Epistemic, Procedural Action, External State, and Causal). Children’s responses were coded for syntactic complexity (complete or incomplete sentences). The effect of question type on response was analysed. All questions yielded high proportions of complete responses, which increased with age. There were no statistically significant differences between question type and completeness of response except for a significant difference found for External State when multi-verb responses were analysed. The results support the use of these question types in play settings with children to promote expression of complete sentences.

AB - This study was designed to examine the strength of question types to obligate complete responses from children, and the effect of age and play context. Participants were typically developing children (mean ages 2;8, 3;4 and 4;7), who engaged in play with three speech-language pathologists in play contexts. Questions posed to the children were coded by semantic content (Epistemic, Procedural Action, External State, and Causal). Children’s responses were coded for syntactic complexity (complete or incomplete sentences). The effect of question type on response was analysed. All questions yielded high proportions of complete responses, which increased with age. There were no statistically significant differences between question type and completeness of response except for a significant difference found for External State when multi-verb responses were analysed. The results support the use of these question types in play settings with children to promote expression of complete sentences.

KW - children

KW - language sampling

KW - typical development

UR - http://www.scopus.com/inward/record.url?scp=85049049277&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85049049277&partnerID=8YFLogxK

U2 - 10.1177/0265659017735960

DO - 10.1177/0265659017735960

M3 - Article

AN - SCOPUS:85049049277

VL - 34

SP - 191

EP - 202

JO - Child Language Teaching and Therapy

JF - Child Language Teaching and Therapy

SN - 0265-6590

IS - 2

ER -