Macrostructure in the Narratives of Estonian Children With Typical Development and Language Impairment

Soodla, Piret; Kikas, Eve

doi:10.1044/1092-4388(2010/08-0113)

Cited by 31 publications

(30 citation statements)

References 49 publications

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“…Overall, narrative analysis at the story-level that relates to the narrative structure and inclusion of specific narrative elements can be regarded as a more culture-related dimension of narrative production, considering its sensitivity to the sociocultural values of the target language community, while that at the language-level could be regarded as more of a linguistic dimension. Accordingly, Soodla and Kikas (2010) suggest that "while aspects of culture play a large role in stories' macrostructural features, linguistic factors have greater influence on the microstructure of produced narratives" (p. 1324).…”

Section: Backgroundsmentioning

confidence: 97%

How do narrative and language skills relate to each other?

Kang¹

2012

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Past studies on narratives have identified two main dimensions of narrative production: the story-related narrative quality, which relates to the narrative structure and evaluations, and the language-related quality, which relates to the appropriate use of linguistic devices that contribute to the overall discourse cohesion. Although studies on the language development of monolinguals and bilinguals have demonstrated the developmental nature of the two different narrative dimensions, little attention has been paid to the potential relationship between them. Thus, this study aimed to identify the interrelationship between the two main narrative quality skills and explored the role of cross-language facilitations for performance on each of these narrative dimensions. Oral Frog Story narratives produced by 70 six-year-old Korean English as a Foreign Language (EFL) learners were analyzed. The findings indicated that the two narrative sub-dimensions play facilitative roles for each other within English (L2), and that there are cross-language contributions for only the linguistic quality of narratives. The findings are discussed in relation to the bilingual children's language proficiency and the degree of differences in narrative conventions across the two languages.

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Section: Backgroundsmentioning

confidence: 97%

How do narrative and language skills relate to each other?

Kang¹

2012

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“…Liles et al, 1995;McCabe & Peterson, 1984;McCabe & Rollins, 1994). The majority of macrostructural measures of children's narratives share the same underlying principles of the story grammar/episodic structure description model (Fiestas & Peña, 2004;Schneider et al, 2006;Price et al, 2006;Soodla & Kikas, 2010). The story grammar model proposes that all stories have a setting and episode system; the setting provides background information and introductory statements about the characters and the providing context, while the episode system includes three main components that occur in all stories: (a) an initiating event (i.e.…”

Section: Narrative Development In Typically Developing Childrenmentioning

confidence: 99%

“…Global aspects of story-telling, including quantity and quality of goal-directed events, internal state expressions and inferencing strategies have also been found to be fragile in children with SLI (Soodla & Kikas, 2010;Bishop & Donlan, 2005;Reilly et al, 2004;Manhardt & Rescorla, 2002). Other studies of narratives of children with SLI have provided conflicting evidence regarding their planning and discourse organization skills.…”

Section: Narratives In Children With Slimentioning

confidence: 99%

Narrative production in monolingual and bilingual children with specific language impairment

Tsimpli

Peristeri

Ανδρέου

2015

Applied Psycholinguistics

154

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The aim of this study was to identify potential clinical markers of specific language impairment (SLI) in bilingual children with SLI by using the Greek version of the Multilingual Assessment Instrument for Narratives. Twenty-one Greek-speaking monolingual and 15 bilingual children with SLI participated, along with monolingual (N = 21) and bilingual (N = 15) age-matched children with typical development. Results showed differences between typically development children and children with SLI in microstructure, while bilingual children with SLI were found to attain similar levels of performance, and even to outperform monolingual children with SLI, in macrostructure. It is suggested that the retelling coding scheme could permit differential diagnosis of SLI among bilingual children within the scope of narrative assessment.

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“…Mandler and Johnson 1977, Rumelhart 1975, Stein and Glenn 1978, Thorndyke 1977. This kind of research involved the investigation of narrative skills in adults and children specifically, and has posited two classes of theoretical structures known as "story grammars" and the closely related "story schemas" (Mandler 1983, Shapiro and Hudson 1991, Soodla and Kikas 2010. These hypothetical mental representations 2 have been assumed to provide a theoretical account of the structural organisation that causes one instance of discourse to be perceived by an addressee as a coherent narrative, while an alternative arrangement of the same set of utterances or sentences may be judged to be utterly incoherent by the same addressee.…”

Section: Previous Research On Narrative Text Structure: An Overviewmentioning

confidence: 99%

Language specific narrative text structure elements in multilingual children

Tappe

Hara

2014

Stellenbosch Papers in Linguistics Plus

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The investigation of narrative skills in children is significant in many respects; amongst other things, narratives can yield information about a child's use of decontextualised, literate language features (Curenton and Justice 2004) while simultaneously providing access to the child's level of competence concerning narrative-specific aspects. Narrative abilities have been linked to literacy development and academic achievement (Dickinson and Tabors 2001) and are often used to predict language progress (Botting, Faragher, Simkin, Knox and ContiRamsden 2001). Moreover, narrative skills constitute an area of verbal language development in which delays are difficult to compensate (Girolametto, Wiigs, Smyth, Weitzman and Pearce 2001, Manhardt andRescorla 2002). However, in multilingual settings the assessment of narrative skills cannot be restricted to language proficiency measurements in each of a child's languages. Rather, this assessment needs to include "linguistic descriptions of ethno-linguistic discourse patterns (contrastive rhetoric)" (Barnitz 1986:95) in order to assess the roles which cultural knowledge and language-specific narrative text structure elements play in the development of narrative skills in multilingual children. This article discusses the necessity to identify such language-specific elements of story structures. Empirical findings are presented which illustrate that 10-to 12-year-old children from Malawi exhibit narrative practices while they retell visually and aurally presented stories. It appears that these narrative practices are influenced by African folktales. The children's retellings in both Chichewa and English cannot simply be measured by canonical narrative text structures commonly used in academic settings. The global significance of such a discussion is reflected by a growing concern that academic success may be compromised by a misalignment between the narrative practices in a child's primary language(s) and the narrative practices in a respective language of teaching and learning (e.g. Makoe and McKinney 2009, Souto-Manning 2013).

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Macrostructure in the Narratives of Estonian Children With Typical Development and Language Impairment

Abstract: The contrasts between stories of TD children and between TD and LI children are discussed. The findings support the suitability of the SG model in terms of quantity of story information units for language assessment.

Cited by 31 publications

References 49 publications

How do narrative and language skills relate to each other?

How do narrative and language skills relate to each other?

Narrative production in monolingual and bilingual children with specific language impairment

Language specific narrative text structure elements in multilingual children

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