Narrative Abilities

Boudreau, Donna

doi:10.1097/01.tld.0000318932.08807.da

Cited by 122 publications

(41 citation statements)

References 65 publications

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“…Several studies found that narrative abilities predict later reading comprehension abilities, reading fluency, or written narrative skills in both typically developing and learning-disabled children [14]. Therefore, analysis of narrative abilities is considered one of the most interesting and contextually valid methods to measure communication competence, both in healthy and pathological pediatric populations [13]. Besides, narrative abilities have also been recognized as a diagnostic criterion for Language Disorder in the DSM-5 [15].…”

Section: Introductionmentioning

confidence: 99%

“…Narrative skills are crucial in carrying out everyday activities, such as communicating one's personal experiences, a fundamental part of a child's daily life both at home and at school [12]. In clinical practice, narrative abilities have also been found to be a valid predictor of long-term language skills as well as to play an important role in academic achievement and social success [13]. Several studies found that narrative abilities predict later reading comprehension abilities, reading fluency, or written narrative skills in both typically developing and learning-disabled children [14].…”

Section: Introductionmentioning

confidence: 99%

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The Relationship between Socioeconomic Status and Narrative Abilities in a Group of Italian Normally Developing Children

Mozzanica

Ambrogi

Salvadorini

et al. 2016

Folia Phoniatr Logop

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Objective: Only limited and conflicting information is available regarding the relationship between socioeconomic status (SES) and narrative abilities. Besides, the role fathers' SES plays in the development of their children's narrative abilities has never been investigated. The aim of this study was to analyze the relationship between fathers' and mothers' SES and narrative abilities of their children assessed with the Italian version of the Bus Story Test (I-BST). Subjects and Methods: A total of 505 normally developing Italian children were enrolled in the study. Information regarding parents' educational level and employment was collected for each child. Narrative abilities were evaluated using the I-BST. The relationships between parents' employment, educational level, and I-BST scores were analyzed by univariate and multivariate regression analysis. Results: In univariate analysis, both fathers' and mothers' education and employment were associated with most I-BST subscale scores, especially when higher educational and employment levels were contrasted with the lowest educational and employment levels. In multiple regression analysis, significant associations were found only between the fathers' working status and educational level and I-BST subscale scores. Conclusions: Parental education and employment might impact narrative abilities of children. When both fathers' and mothers' SES variables are considered together, only fathers' education and working status seemed to be associated with I-BST scores.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Relationship between Socioeconomic Status and Narrative Abilities in a Group of Italian Normally Developing Children

Mozzanica

Ambrogi

Salvadorini

et al. 2016

Folia Phoniatr Logop

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“…Children are exposed to a large number of television stories from a very early age. This type of informal education (Coll, Miras, Onrubia, & Solé, 1999) helps them develop narrative abilities, which are necessary to the efficient working of narrative thought and the successful performance of numerous learning activities (Boudreau, 2008;Bruner, 1986). .…”

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confidence: 99%

The influence of television stories on narrative abilities in children

Berros

Aierbe

González

et al. 2018

Psicológica Journal

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This research explores the narrative abilities demonstrated by children aged between 8 and 12 in the production of television stories. The results reveal that not all television stories viewed by children foster the informal education process. One type of story, termed narrativizing, enables children to produce coherent stories which clearly articulate the causal, temporal and motivational relations, as well as the means-end structures, the proximal relations of the intrigue and the distal relations of the plot. Other television stories, denarrativizing stories, tend to induce disarrangements and incoherence at all structural levels of the stories produced by children. This in turn hampers the development of their narrative abilities, which are necessary to the correct development of narrative thought. These results indicate the need to exercise social control over this latter type of fictional television narrative, to which children are exposed throughout their development within the framework of informal education.

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“…Numerous studies internationally have utilised text-level assessment tasks, such as oral narrative retell or generation tasks to appraise students’ oral language proficiency at school entry [40, 48, 49]. Indeed, several oral narrative measures are easily accessible and commonly used by Australian SLPs [38].…”

Section: Assessment Of Oral Language Proficiencymentioning

confidence: 99%

Should We Use Sentence- or Text-Level Tasks to Measure Oral Language Proficiency in Year-One Students following Whole-Class Intervention?

Lennox

Westerveld

Trembath

2017

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Aims: To compare students’ oral language proficiency on sentence- versus text-level tasks at school entry and following tier 1 intervention in their first year of formal schooling. Methods: 104 students participated in this study. Participants were part of a broader longitudinal study and were enrolled at 3 low socioeconomic, linguistically diverse Australian primary schools. Tasks were administered to all students at the beginning and end of the school year. Performance on the sentence-level task, the Renfrew Action Picture Test (RAPT), was analysed for information and grammar as per the test manual. Performance on the text-level task, the Profile of Oral Narrative Ability, was analysed for measures of story length, mean length of utterance, grammatical accuracy, number of different words, and story quality. Results: Results showed that both tasks are sensitive to measure progress following tier 1 intervention. However, RAPT concern status was not related to oral narrative concern status. Furthermore, if only the RAPT task had been used, between 11 and 21% of students performing below expectations in oral narrative would not have been identified. Conclusion: It is recommended that the assessment of oral language proficiency of students from culturally diverse, low socioeconomic backgrounds goes beyond the sentence level and includes an oral narrative retell task.

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Narrative Abilities

Cited by 122 publications

References 65 publications

The Relationship between Socioeconomic Status and Narrative Abilities in a Group of Italian Normally Developing Children

The Relationship between Socioeconomic Status and Narrative Abilities in a Group of Italian Normally Developing Children

The influence of television stories on narrative abilities in children

Should We Use Sentence- or Text-Level Tasks to Measure Oral Language Proficiency in Year-One Students following Whole-Class Intervention?

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