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Dear Christine:<br>
Here are some more relevant references. The starred ones directly
investigate context, the others deal with various aspects of measuring
MLU:
<dl><font face="Times New Roman, Times">
<dd>*Chabon, S., Kent-Udolf, L., Egolf, D. (1982). The temporal
reliability of Brown’s mean length of utterance measure with post-stage V
children. <i>Journal of Speech and Hearing Research, 25,</i>
124-128.
<dd>Dunn, M., Flax, J., Sliwinski, M., & Aram, D. M.(1996). The use
of spontaneous language measures as criteria for identifying children
with specific language impairment: An attempt to reconcile clinical
and research incongruence<i>. Journal of Speech and Hearing
Research, 39</i>, 643-654.
<dd>Eisenberg, S., Fersko, T., & Lundgren, C. (2001). The use of MLU
for identifying language impairment in preschool children: A review.
<i>American Journal of Speech-Language Pathology, 10</i>,
323-342.</font>
</dl>*<font face="Times New Roman, Times">Evans, J. & Craig, H.
(1992). Language sample collection and analysis: Interview compared
to freeplay assessment. <i>Journal of Speech and Hearing Research,
35</i>, 343-353.
<dl>
<dd>*Gavin, W. & Giles, L. (1996). Sample size effects on temporal
reliability of language sample measures of preschool children. <i>Journal
of Speech & Hearing Research</i>, <i>39</i>, 1258-1262
<dd>*Hadley, P. (1998). Language sampling protocols for eliciting
text-level discourse. <i>Language, Speech, and Hearing Services in
Schools, 29</i>, 132-147.
<dd>Klee, T. (1992b). Measuring children’s conversational language. In S.
Warren and J. Reichle (Eds.) <i>Causes and effects in communication and
language intervention </i>(pp. 315-330). Baltimore, MD: Paul H. Brookes
Publishing.
<dd>Klee, T. (1992a). Developmental and diagnostic characteristics of
quantitative measures of children’s language production. <i>Topics in
Language Disorders, 12(2)</i>, 28-41.
<dd>*Leadholm, B.J., & Miller, J.F. (1992<i>). Language
sample analysis: The Wisconsin guide</i>. Madison, WI:
Wisconsin Department of Public Instruction.<br><br>
</dl>Mirenda, P., & Donellan, A. (1986). Effects of adult interaction
style on conversational behavior in students with severe communication
problems. <i>Language, Speech and Hearing Services in Schools,
17</i>, 126-141.<br><br>
<br>
</font>Best of luck in your work,<br>
Lynne Hewitt<br><br>
<br>
At 02:56 PM 6/29/2004 -0700, Christine Wagner wrote:<br>
<blockquote type=cite class=cite cite>
<dl><font face="Times New Roman, Times">
<dd>Dear CHILDES- List,<?xml:namespace prefix = o ns =
"urn:schemas-microsoft-com:office:office"
/></font><font face="Times New Roman, Times">
<dd> </font><font face="Times New Roman, Times">
<dd>I would appreciate any suggestions regarding the following
topic:</font><font face="Times New Roman, Times">
<dd> </font><font face="Times New Roman, Times">
<dd>(1) I am interested in reading about MLU differences
based on context (i.e., MLU in narrative samples vs. MLU in free-play
samples or conversation samples). </font>
<dd> <br><br>
<dd>With great appreciation,<br><br>
<dd> <br><br>
<dd>Christine Wagner<br><br>
<dd>SDSU Graduate Student<br><br>
<font color="#003399">
<dd><a href="http://us.f521.mail.yahoo.com/ym/Compose?To=christinewagnerslp@yahoo.com">christinewagnerslp@yahoo.com</a></font>
<dd> <br><br>
</dl><br>
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