Production of Narratives by At-Risk American Indian Children in the Midwest

Abstract

The narratives of two groups of 28 American Indian children attending a Midwestern Bureau of Indian Affairs school (16 with a mean age of 5;10 years, and 12 with a mean age of 7;8 years) were examined in three contexts: retell, fictional with sequence pictures, and fictional with one picture. The narratives were examined in terms of microstructure (e.g., total number of utterances, total number of words, total number of communication units, and mean length of utterance in words and morphemes), macrostructure, and evaluative elements, which are used by speakers to link events, comment on events and characters, and inform the listener on how to interpret the story. Differences among story task contexts also were evaluated. The narratives of American Indian students differed between age groups and across tasks. The older children produced narratives with longer mean length of utterances in morphemes and more evaluative elements. The older children also produced more end-at-high-point stories, whereas the younger children produced more chronological narratives. Both age groups responded with longer and more complex narratives when generating fictional stories with visual support. Clinical implications are provided for adjusting narrative assessment tasks to be more culturally appropriate for children by modifying the task demands, increasing the role of the listener, and adding cultural relevance to stories.

Language and Literacy Strategies for Indigenous Children: A Scoping Review

“…A total of 40 sources were selected for inclusion in the present scoping review. 4 5 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 Of these, 24 were identified from the EBSCO database search, 8 were from ASHAWire, and 8 were from the hand search.…”

Retelling stories: The validity of an online oral narrative task

“…Within culturally responsive teaching frameworks (e.g. Gillon and Macfarlane, 2017; Ratima et al, 2020) it is important to ensure that the story to be retold is relevant to the children's cultural context (McConnell and Loeb, 2021). The research team wrote a story called “ Tama and the Playground ” (Gillon et al, 2019b) specifically for this purpose, ensuring that the characters, illustrations and story reflected the New Zealand cultural context and would be familiar to young school-aged children in New Zealand (see Supplemental Appendix A).…”

“…Within culturally responsive teaching frameworks (e.g. Gillon and Macfarlane, 2017;Ratima et al, 2020) it is important to ensure that the story to be retold is relevant to the children's cultural context (McConnell and Loeb, 2021).…”

Culturally Responsive and Indigenous Language Strategies: Findings From a Scoping Review

“…Preschool and school age (Ball, 2012;McIntosh et al, 2011;Morcom & Roy, 2017;Peltier, 2010Peltier, , 2017Reyhner, 1994) Consider (August et al, 2006;Ferris, 2020;Ferris et al, 2021;Gillispie, 2021;Inglebret et al, 2008;Loeb et al, 2011;McConnell & Loeb, 2021;National Advisory Council on Indian Education, 1990;National Center for Rural Early Childhood Learning Initiatives, 2006;Nelson-Strouts, & Gillispie, 2017;Reyhner, 1994;Smith & Peck, 2004;St. Charles & Costantino, 2000) Use illustrations or photos reflective of community Lacking School-age (Smith & Peck, 2004) Use of authentic Indigenous materials (artwork, toys, etc.…”

“…School-age (Loeb & Redbird, 2008;MacKay & Mcintosh, 2012;McConnell & Loeb, 2021;McIntosh et al, 2011 enous audio-visual and print resources both had compelling evidence. Using books that are culturally relevant, familiar, and respectful toward Indigenous culture had promising strength.…”