Resources

Westerveld & Gillon Language Sampling Protocol (2002)

The protocol covers 3 contexts: 1) Conversation, 2) Personal Narratives, 3) Story Retell (Ana Gets Lost)

Please refer to the following publications:

  • Westerveld, M. F., Gillon, G. T., & Miller, J. F. (2004). Spoken language samples of New Zealand children in conversation and narration. Advances in Speech-Language Pathology, 6(4), 195-208.
  • Westerveld, M. F., & Gillon, G. T. (2010). Profiling oral narrative ability in young school-aged children. International Journal of Speech-Language Pathology, 12(3), 178-189. doi: 10.3109/17549500903194125
  • Westerveld, M. F., Gillon, G. T., & Boyd, L. (2012). Evaluating the clinical utility of the Profile of Oral Narrative Ability in 4-year-old children. International Journal of Speech-Language Pathology, 14(2), 130-140. doi: 10.3109/17549507.2011.632025
  • Westerveld, M. F., & Vidler, K. (2016). Spoken language samples of Australian children in conversation, narration and exposition. International Journal of Speech-Language Pathology, 1-11. doi: 10.3109/17549507.2016.1159332         

Expository Discourse Retell Task: Curling (Moran, 2003) 

There are two files: 1) instructions, 2) Curling pictures. These materials were used in the following publication:
Westerveld, M., & Moran, C. (2013). Spoken expository discourse of children and adolescents: Retelling versus generation. Clinical Linguistics & Phonetics, 27(09), 720-734. doi: 10.3109/02699206.2013.802016 

Persuasive Discourse Task

This task was used to develop a database of persuasive language samples from typically developing high-school students from the US and Australia (QLD), which has been integrated in to SALT-NZAU16. You can download the protocol, the planning sheet, and the Persuasive Scoring Scheme below or visit the SALT website (www.saltsoftware.com)
You may also be interested in the following conference presentations (see presentations page to download the slides).
  • Heilmann, J., Malone, T., Andriacchi, K., & Westerveld, M. (2015). Don’t Say No Until I Finish Talking: Persuasive Discourse of High School Students. Paper presented at the American Speech Language Hearing Association, Denver, Colorado. 
  • Westerveld, M., Peach, J., Heilmann, J., & Malone, T. (2017). Exploring the links between verbal working memory, personality traits, and the ability to produce persuasive discourse in high school students. Paper presented at the Speech Pathology Australia Annual Conference: WIFI, Sydney, Australia. 

Personal Narrative Photos

Here you can download the photos that are used to elicit personal narratives. There are two versions: 1) Australian and 2) New Zealand. Please watch the instruction video on how to elicit the personal narratives.

The photos were used in the following publications:
  • Westerveld, M. F., Gillon, G. T., & Miller, J. F. (2004). Spoken language samples of New Zealand children in conversation and narration. Advances in Speech-Language Pathology, 6(4), 195-208.
  • Westerveld, M. F., & Vidler, K. (2016). Spoken language samples of Australian children in conversation, narration and exposition. International Journal of Speech-Language Pathology, 1-11. doi: 10.3109/17549507.2016.1159332         

Oral Narrative Structure Intervention (Westerveld & Gillon, 2007)

A 6-week intervention program for school-age children with oral narrative comprehension difficulties

This intervention program is intended for young school-age children who demonstrate poor oral narrative comprehension skills, as indicated by their performance on a story comprehension task. The program aims: 1) to increase knowledge of text structure in fictional stories; and 2) to apply this knowledge to re/telling fictional stories. The program is designed to be implemented by a speech-language therapist (SLT) in 2 one-hour sessions per week, over a 6-week period. The intervention systematically and explicitly introduces 7 story grammar elements: Characters, Setting, Problem, Goal/Plan, Attempts, Resolution, and Ending. Each session builds on knowledge gained from the previous session. Although the program was used with small groups of children (3-4), it is also reported to be suitable for one-on-one client sessions, as well as group settings. Formal evaluation of the program indicated significant improvement in children’s understanding of story grammar following the intervention.

This intervention was described in the following publications: 
  • Westerveld, M., & Gillon, G. (2008). Oral narrative intervention for children with mixed reading disability. Child Language Teaching & Therapy, 24(1), 31-54. doi: 10.1177/0265659007084567
  • Westerveld, M. F., & Gillon, G. T. (2008). Story structure intervention for a child with mixed reading disability: A developmental case study. New Zealand Journal of Speech - Language Therapy, 63, 45-56. 
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