Relationship Between Performance on Oral Narrative Retells and Vocabulary Assessments for Spanish-English Speaking Children

Abstract

Preferred practices for child language assessment typically include language sampling (American Speech-Language-Hearing Association [ASHA], 2004; Caesar & Kohler, 2009). Informal assessment procedures such as language sampling provide valuable insights in multiple aspects of children's language including grammar, vocabulary, speech intelligibility, and macrostructure, as they integrate multiple systems of language in a narrative (Miller et al., 2006). For decades, language sampling has been one of the most commonly used informal language assessments (Caesar & Kohler, 2009). In a survey of 407 speech language pathologists (Caesar & Kohler, 2009), language sampling was the second most often used informal assessment procedure. Research findings have substantiated that language samples are robust and provide a valid and reliable way to assess children's language development in English (Miller &

School-Year Grammatical Development in Narrative Retells: Spanish-English Dual Language Learners

“…They were asked to retell the story to a stuffed animal hidden from view during the viewing. The videos and administration protocol were identical to procedures described in other studies (Wood, Wofford, Gabas, & Petscher, 2018; Wood, Wofford, & Schatschneider, 2018). Researchers constructed videos to be balanced in time, difficulty, and number of microstructural elements, as well as story grammar elements (see Table 1).…”

Utilizing Comprehensive Preassessment Procedures for Differentiating Language Difference From Language Impairment in English Learners

“… Source. de Jong and Fletcher (2014); Ebert and Pham (2017); Guiberson and Rodriguez (2013); Karanth et al (2017); Kapantzoglou et al (2015); Krok and Leonard (2015); Lazewnik et al (2019); Mancilla-Martinez et al (2016); Mancilla-Martinez et al (2016); Marinis and Armon-Lotem (2015); Mendez and Simon-Cereijido (2019); Moore and Montgomery (2018); Owens (2020); Paradis et al (2010); Paradis et al (2013); Paradis (2016); Paul et al (2018); Rezzonico et al (2016); Roseberry-McKibbin et al (2019); Pieretti & Roseberry-McKibbin (2016); Spoelman and Bol (2012); Sheng et al (2012); Thordardottir and Brandeker (2013); Wood et al (2018). …”

Retelling stories: The validity of an online oral narrative task

“…This method involves recording children's spontaneous language during an oral narrative activity, such as telling or retelling a story, or relating a personal experience, transcribing verbatim the children's utterances and then analyzing the language. Analyzing children's spontaneous language is considered a more authentic and less biased way to observe children's oral language abilities, particularly for children who come from linguistically diverse backgrounds (Wood et al, 2018a).…”