Microstructural and Fluency Characteristics of Narrative and Expository Discourse in Adolescents With Traumatic Brain Injury

What is it about?

Students with traumatic brain injury (TBI) often do not show language problems on standardized tests but struggle in their classrooms. We examined how students with TBI and peers without injury were able to summarize three different lectures to try to find areas of differences between groups. We found that teens with TBI produced fewer words when they summarized academic lectures, but not a lecture formatted like a story. Students with TBI may not be monitoring their language (resulting in fewer mazes), but showing signs of planning difficulties (resulting in increased and lengthier pauses).

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