Retelling stories: The validity of an online oral narrative task

Gillon, Gail; McNeill, Brigid; Scott, Anne; Gath, Megan; Westerveld, Marleen F.

doi:10.1177/02656590231155861

Cited by 12 publications

(10 citation statements)

References 75 publications

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“…The finding that females responded more positively than males is an interesting finding. In another study related to children's oral language growth in response to BSLA [ 83 ] the researchers found that the BSLA story retell task was a valid assessment task, including for monitoring development in ELL. Growth curve analysis indicated that males in their first year at school showed a slower growth trajectory than females in story comprehension.…”

Section: Discussionmentioning

confidence: 99%

“…Several supports are provided to help teachers engage families in their children’s literacy learning in culturally responsive and strength-based ways.Novel online monitoring assessments. These assessments include an online oral narrative task (story retell with listening comprehension questions [83], phoneme-grapheme knowledge, phoneme awareness, nonword reading, nonword spelling tasks [1], and connected text reading. Automated oral narrative transcription [84], automated scoring, analyses, and reporting features help to reduce teacher workload.Online quality PLD for teachers, literacy specialists, SLTs, and teacher aides.…”

Section: Methodsmentioning

confidence: 99%

“… Novel online monitoring assessments. These assessments include an online oral narrative task (story retell with listening comprehension questions [ 83 ], phoneme-grapheme knowledge, phoneme awareness, nonword reading, nonword spelling tasks [ 1 ], and connected text reading. Automated oral narrative transcription [ 84 ], automated scoring, analyses, and reporting features help to reduce teacher workload.…”

Section: Methodsmentioning

confidence: 99%

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Supporting Children Who Are English Language Learners Succeed in Their Early Literacy Development

Gillon¹

2023

Folia Phoniatr Logop

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Introduction: The Better Start Literacy Approach is an example of a multi-tiered system of support (MTSS) to facilitate children’s early literacy success. It is set within a strengths-based and culturally responsive framework for literacy teaching and is being implemented in over 800 English medium schools across New Zealand. This report focuses on how children identified at school entry as English Language Learners (ELL) responded to the Better Start Literacy Approach during their first year at school. Method: Using a matched control design, the growth in phoneme awareness, phoneme-grapheme knowledge, and oral narrative skills for 1,853 ELL was compared to a cohort of 1,853 non-ELL. The cohorts were matched for ethnicity (mostly Asian, 46% and Pacific, 26%), age (M = 65 months), gender (53% male), and socioeconomic deprivation index (82% in areas of mid to high deprivation). Results: Data analyses indicated similar positive growth rates for ELL and non-ELL from baseline to the first monitoring assessment following 10 weeks of Tier 1 (universal/class level) teaching. Despite demonstrating lower phoneme awareness skills at baseline, following 10 weeks of teaching, the ELL cohort performed similarly to non-ELL in non-word reading and spelling tasks. Predictors of growth analyses indicated that ELL from areas of low socioeconomic deprivation, who used a greater number of different words in their English story retells at the baseline assessment, and females made the most growth in their phonic and phoneme awareness development. Following the 10-week monitoring assessment, 11% of the ELL and 13% of the non-ELL cohorts received supplementary Tier 2 (targeted small group) teaching. At the next monitoring assessment (20 weeks post baseline assessment) the ELL cohort showed accelerated growth in listening comprehension, phoneme-grapheme matching and phoneme blending skills, catching up to their non-ELL peers. Discussion: Despite limitations of the dataset available, it provides one of the few insights into the response of ELL to Tier 1 and Tier 2 teaching in their first year at school. The data suggest that the Better Start Literacy Approach, which includes high-quality professional learning and development for teachers, literacy specialists, and speech-language therapists, is an effective approach toward developing foundational literacy skills for ELL. The important role speech-language therapists have in collaborating with class teachers to support children’s early literacy success within a MTSS framework is discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Supporting Children Who Are English Language Learners Succeed in Their Early Literacy Development

Gillon¹

2023

Folia Phoniatr Logop

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“…Research with children with language disorders has focused mainly on fictional narratives and story retell tasks [8]. However, personal narratives (recounts of personally experienced events) are also important because they are a naturally occurring and spontaneous form of discourse [9, 10]. In fact, most conversations between children aged five to eleven involve personal event narratives where children share their experiences with others [10].…”

Section: Introductionmentioning

confidence: 99%

“…There has been limited research on the use of online platforms to elicit language samples in school-aged children. However, online data collection has been used successfully for eliciting fictional narratives in school-age children [9], with no differences found between in-person and online assessment of narrative discourse in English monolingual or English-French bilingual children aged between 7 and 12 years [10].…”

Section: Introductionmentioning

confidence: 99%

Feasibility of Using the Global Tales Protocol to Elicit Personal Narratives in 10-year-Old Children in Ireland

Lyons,

Antonijevic-Elliott,

Barbotin

et al. 2023

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Introduction. This small-scale study explored the feasibility of the Global TALES protocol in eliciting personal narratives in typically developing monolingual Irish children, using the online Zoom platform. We investigated children’s performance on measures of productivity (total number of utterances; total number of words) and syntactic complexity (MLU in words). We also documented the topics children talked about in response to the six emotion-based prompts contained in the Global TALES protocol. Methods: Nineteen typically developing children (6 male, 13 female), aged between 10,0 and 10,11years produced personal narratives in response to the Global TALES protocol. Given COVID-19 pandemic-related public health restrictions, the language samples were elicited using Zoom. All stories were transcribed and analysed using Systematic Analysis of Language Transcripts software. Qualitative content analysis was used to code the topics of the children’s stories. Results: Sixteen participants responded to all prompts. One participant only responded to three of the six prompts. The prompt that was least successful in eliciting response was the ‘problem’ prompt; 15.7% (n=3) of the children did not provide a response to this prompt. On average, children produced 40 utterances, although individual variability was high. On average, MLU was 8.7, ranging from 6 to 11. Children’s topics closely resembled those reported in the Global TALES feasibility study, despite the fact the current study took place during the COVID-19 pandemic. The most frequent topics were related to family (events, illnesses, relationships, siblings) and finding or fixing something. Conclusion: The Global TALES protocol was successful in eliciting personal narratives from 10 year-old Irish English-speaking children. Future larger scale studies are now needed to investigate if the results generalise to the wider Irish population with the view of creating local benchmarks of personal narrative performance.

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A better start literacy approach: effectiveness of Tier 1 and Tier 2 support within a response to teaching framework

et al. 2022

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The Better Start Literacy Approach (BSLA) is a strengths-based approach to supporting children’s literacy learning in their first year of school. Previous research has shown the approach is effective at accelerating foundational literacy knowledge in children with lower levels of oral language. This study examined the impact of the BSLA for children with varied language profiles and across schools from diverse socioeconomic communities. Additionally, a controlled analysis of the impact of Tier 2 teaching within a response to teaching framework was undertaken. Participants included 402 five-year-old children from 14 schools in New Zealand. A randomised delayed treatment design was utilised to establish the effect of Tier 1 teaching. Analyses showed a significant Tier 1 intervention effect for phoneme awareness, letter-sound knowledge, non-word reading and non-word spelling. There was no difference in intervention effects across socioeconomic groupings. Children were identified for Tier 2 teaching after 10 weeks of Tier 1 implementation. The progress of 98 children in response to Tier 2 teaching was compared to 26 children who met Tier 2 criteria but received only Tier 1 teaching within this study. Children in the Tier 2 group scored significantly higher on phonological awareness, non-word reading, and spelling than the control group at the post-Tier 2 assessment point, after controlling for pre-Tier 2 scores. The results suggest that a proactive strengths-based approach to supporting foundational literacy learning in children’s first year of school benefits all learners. The findings have important implications for early provision of literacy learning support in order to reduce current inequities in literacy outcomes.

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Retelling stories: The validity of an online oral narrative task

Cited by 12 publications

References 75 publications

Supporting Children Who Are English Language Learners Succeed in Their Early Literacy Development

Supporting Children Who Are English Language Learners Succeed in Their Early Literacy Development

Feasibility of Using the Global Tales Protocol to Elicit Personal Narratives in 10-year-Old Children in Ireland

A better start literacy approach: effectiveness of Tier 1 and Tier 2 support within a response to teaching framework

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