Cognitive and Linguistic Strategies in Children with Reading Disabilities in an Oral Storytelling Test

Levi, Gabriel; Musatti, L; Piredda, M.; Sechi, Enzo

doi:10.1177/002221948401700705

Cited by 10 publications

(5 citation statements)

References 7 publications

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“…These findings are consistent with studies of children with reading disorders whose narratives are characterized by the use of simplistic and repetitive syntactic structures, decreased lexical diversity, nonspecific pronoun use, and fewer action units (Feagans & Short, 1984; Levi et al, 1984). Although the narratives of children with SSD+LI did not differ in microstructure from the narratives of children with SSD-only at early childhood, microstructure did predict nonword reading at school age.…”

Section: Discussionsupporting

confidence: 89%

“…Feagans and Short (1984), for example, found that 6- and 7-year-old children with reading disability were more likely to produce fewer action units, fewer complex sentences, fewer words, and more nonreferential pronouns in their paraphrased narratives than TD children. Children with dyslexia demonstrated difficulty with the deep narrative structure in a narrative retell study by Levi, Musatti, Piredda, and Sechi (1984).…”

Section: Narratives and Literacy Developmentmentioning

confidence: 99%

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Narrative Ability of Children With Speech Sound Disorders and the Prediction of Later Literacy Skills

Wellman

Lewis

Freebairn

et al. 2011

LSHSS

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Purpose The main purpose of this study was to examine how children with isolated speech sound disorders (SSDs; n = 20), children with combined SSDs and language impairment (LI; n = 20), and typically developing children (n = 20), ages 3;3 (years;months) to 6;6, differ in narrative ability. The second purpose was to determine if early narrative ability predicts school-age (8–12 years) literacy skills. Method This study employed a longitudinal cohort design. The children completed a narrative retelling task before their formal literacy instruction began. The narratives were analyzed and compared for group differences. Performance on these early narratives was then used to predict the children’s reading decoding, reading comprehension, and written language ability at school age. Results Significant group differences were found in children’s (a) ability to answer questions about the story, (b) use of story grammars, and (c) number of correct and irrelevant utterances. Regression analysis demonstrated that measures of story structure and accuracy were the best predictors of the decoding of real words, reading comprehension, and written language. Measures of syntax and lexical diversity were the best predictors of the decoding of nonsense words. Conclusion Combined SSDs and LI, and not isolated SSDs, impact a child’s narrative abilities. Narrative retelling is a useful task for predicting which children may be at risk for later literacy problems.

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Section: Discussionsupporting

confidence: 89%

Section: Narratives and Literacy Developmentmentioning

confidence: 99%

Narrative Ability of Children With Speech Sound Disorders and the Prediction of Later Literacy Skills

Wellman

Lewis

Freebairn

et al. 2011

LSHSS

View full text Add to dashboard Cite

show abstract

“…Children with dyslexia seem to have problems-not necessarily in constructing sentences, but rather in connecting sentences using conjunctions. When asked to recall stories, they tend to omit causal and temporal links (Liles, 1985;Roth & Spekman, 1986;Weaver & Dickinson, 1982) and to provide fewer of the important details of stories that are likely to be tested in schools (Graybeal, 1981;Griffith, Ripich, & Dastoli, 1986;Hansen, 1978;Johnston, 1982;Levi, Musatti, Piredda, & Sechi, 1984;Roth & Spekman, 1986;Weaver & Dickinson, 1982). In general, oral narrative performance predicts literacy achievement (Feagans, 1982;Michaels, 1981).…”

Section: Links Between Preschool Narration and Literacy Acquisitionmentioning

confidence: 99%

Assessment of Preschool Narrative Skills

McCabe

Rollins

1994

Am J Speech Lang Pathol

235

138

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The assessment of discourse skills in young children is an important responsibility facing clinicians today. Early identification of problems in discourse skills and, more specifically, narrative abilities is especially important for identifying children at risk for later learning and literacy-related difficulties. Despite this, few tools are available for assessing narrative skills in preschoolers. In this article we provide information concerning preschool narrative development in typically developing, North American, Caucasian, English-speaking children. Methods are suggested for assessing narrative skill of children with language impairment and children developing language normally. Transcripts of narratives from these children are presented, along with specific recommendations for evaluating these narratives.

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“…Specifically, children who are accustomed to disambiguating pronouns in oral narratives by means of prosody are considered to produce ambiguous, poorly written narratives (Michaels & Collins 1984). Furthermore, on story-recall tasks, poor readers omit connectives between sentences (Liles 1985;Weaver & Dickinson 1982) and provide fewer of the important details of the story that are likely to be tested for in schools (Graybeal 1981;Griffith, Ripich, & Dastoli 1986;Hansen 1978;Johnston 1982;Levi, Musatti, Piredda, & Sechi 1984;Roth 1986;Weaver & Dickinson 1982).…”

mentioning

confidence: 99%

Haikuas a discourse regulation device: A stanza analysis of Japanese children's personal narratives

Minami

McCabe

1991

Lang. Soc.

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Conversational narratives of 17 Japanese children aged 5 to 9 were analyzed using stanza analysis (Gee 1985;Hymes 1982). Three distinctive features emerged: (1) the narratives are exceptionally succinct; (2) they are usually free-standing collections of three experiences; (3) stanzas almost always consist of three lines. These features reflect the basic characteristics of haiku, a commonly practiced literary form that often combines poetry and narrative, and an ancient, but still ubiquitous game called karuta, which also displays three lines of written discourse. These literacy games may explain both the extraordinary regularity of verses per stanza and the smooth acquisition of reading by a culture that practices restricted, ambiguous, oral-style discourse. The structure of Japanese children's narratives must be understood within the larger context of omoiyari "empathy" training of Japanese children. Empathy training may account for the production, comprehension, and appreciation of ambiguous discourse in Japanese society. (Cultural differences in discourse style, the relationship among oral language, literacy, and literature)

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Cognitive and Linguistic Strategies in Children with Reading Disabilities in an Oral Storytelling Test

Cited by 10 publications

References 7 publications

Narrative Ability of Children With Speech Sound Disorders and the Prediction of Later Literacy Skills

Narrative Ability of Children With Speech Sound Disorders and the Prediction of Later Literacy Skills

Assessment of Preschool Narrative Skills

Haikuas a discourse regulation device: A stanza analysis of Japanese children's personal narratives

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