JCPSLP VOL 15 No 1 March 2013

Computer-assisted assessment and intervention

Assessment of complex sentences in children with language impairment: Six key suggestions from the literature Gillian Steel, Miranda Rose and Patricia Eadie

Overview of complex sentence types Complex sentences contain a main clause and at least one subordinate clause (Quirk, Greenbaum, Leech, & Svartvik, 1985). They are one example of multi-clause sentences, the other type being coordinated sentences (see Figure 1). Coordinated sentences link two main clauses that are syntactically equal using a small set of coordinating conjunctions such as and or or (Bloom et al., 1980). Subordinate clauses, which are one of the constituents of complex sentences, are not syntactically equal to the main clause. They are dependent on the main clause and are thus embedded within the main clause (Quirk et al., 1985).

Complex sentences express the interaction of two or more propositions and are formed by embedding a subordinate clause within a main sentence. Knowledge about complex sentences is important for speech-language pathologists assessing children with language impairment as these linguistic structures are important for oral language and literacy development. A review of the literature suggests that a range of issues must be considered when assessing these more sophisticated language forms. This paper provides speech-language pathologists with six key suggestions to consider when assessing complex sentences in children with language impairment. T he consequences of childhood language impairment (LI) are far-reaching. There is evidence that children with a history of LI have poorer outcomes as adolescents and young adults in terms of academic attainment and employment (Clegg, Hollis, Mawhood, & Rutter, 2005) and social relationships (Durkin & Conti- Ramsden, 2007). Furthermore, children who experience both oral language problems and literacy problems are at greater risk for developing behavioural disorders (Tomblin, Zhang, Buckwalter, & Catts, 2000). The emergence, and subsequent mastery, of complex sentences are noteworthy milestones in children’s language development. Complex sentences allow relationships between ideas and thoughts to be described that cannot adequately be expressed through simple sentences (Scott, 1988a). Complex sentences provide children’s language with the flexibility and sophistication that is absent when only simple sentences are available. Efficiency is achieved by combining a number of ideas into one sentence rather than juxtaposing a series of simple sentences (Bloom, Lahey, Hood, Lifter, & Fiess, 1980). As complex sentences are commonly used for interaction in a range of social and vocational activities and for literacy development, appropriate assessment of and intervention for complex sentences is warranted. This review provides practical suggestions for approaching the assessment of complex sentences.

Keywords assessment child language complex sentences language impairment syntax

This article has been peer- reviewed

Sentences

Multi-clause sentences

Single clause

sentences

Complex sentences Coordinated sentences (embedded) (compound)

Figure 1. Types of sentences

Subordinate clauses operate within complex sentences in two ways. They can fill one of the sentence elements or they can modify one of the elements of the sentence. The embedded clause may be a nominal clause, also referred to as a complement clause, which can fill the subject (e.g., That you want a drink is very obvious to me ), object (e.g., I know that you want a drink ) or complement (e.g., A drink is what I really want ) slot of the main clause. Alternatively, it may be an adverbial clause which fills the adverbial slot in the main clause (e.g., I want a drink because it is so hot today ) (Quirk et al., 1985). The subordinate clause may modify the noun, adverb or adjective in the main clause. The noun is often modified through the use of relative clauses (e.g., The boy, who I saw running, will need a big drink ) (Quirk et al., 1985). For a comprehensive guide to identifying and categorizing complex sentences, the reader is referred to Steffani (2007) with the caution that some terminology differs from that used by other literature

sources that have informed this review. Complex sentence use in children with LI

Gillian Steel (top), Miranda Rose (centre) and Patricia Eadie

Children with LI have significant difficulty acquiring language and their difficulties with early grammatical development are

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JCPSLP Volume 15, Number 1 2013

Journal of Clinical Practice in Speech-Language Pathology