2234 mcconnell grace[1] ok

7/30/2019 2234 McConnell Grace[1] OK

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Grace McConnell, ABD, MA-Ed, MA-SLP, CCC-SLP

Doctoral Candidate

Department of Speech-Language-Hearing

University of Kansas

2010 ASHA Convention

Philadelphia, Pennsylvania


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What Are Narratives?Narratives are the temporal sequencing of real or

imaginary events (McCabe, 1991)

Narrative is the principal manner children utilize to makesense of their experiences (Hymes, 1982)

Successful narratives are a complex integration of the

varied domains of language skills, including vocabulary,

syntax, morphology, and pragmatics (McCabe & Rollins,1994)

Successful storytelling requires that all aspects of

language be honed at the discourse level


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The Role of Narratives in School Ability to retell a narrative is a significant predictor of

academic success (Bishop & Edmundson, 1987;

Fazio, Naremore, & Connell, 1996)

Narrative plays a central role in education

Tool of instruction

Foundation of event knowledge Foster cognitive growth (Peterson, 1994)


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Narratives and School Success Children with early language delay continue in school

years to exhibit weaknesses in narrative

story grammar structure evaluative information

lexical complexity (Manhardt & Rescorla, 2002)

The consideration of narrative abilities in assessment and

intervention with very young children who are at risk for

language learning difficulties is critical given the importance of

narrative in future academic and social success

(Boudreau, 2008).


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Effects of Poverty Children raised in poverty are at risk for language delay,

jeopardizing successful academic achievement (Hart &

Risley, 1995; Roseberry-McKibben, 2008)

Vocabulary

Grammar

Narrative Skills

A child from impoverished home may have fewer contextsand practice opportunities to develop narrative skills as

a more affluent child (Gutirrez-Clellen & Quinn,

1993).


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Narrative ElicitationElicitation characteristics have been

demonstrated to significantly influence a

child's production of a narrative (Ripich &Griffith, 1988; Schneider, 1996; Schneider &

Dub, 2005; Spinillo & Pinto, 1994)

Children are more sensitive at different ages todifferent elicitation methods (Schneider, 1996;

Schneider & Dub, 2005)


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Research QuestionAre there differences between preschoolers from

low and middle socioeconomic (SES) homes in

their production of story grammar units,evaluative information, and lexical complexity

in story retelling with pictures compared to

story retelling without pictures?


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Expected to find The oral-with-pictures condition will provide more

support than the oral-only retell condition for

preschoolers of both groups. Preschoolers from low-SES homes will not tell stories

with as many story grammar units and evaluative

elements or have as much lexical complexity as their

mid-SES peers.


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Methodology - Participants 56 children ages 4;0 5;0

Attend preschools in northeast Kansas

Two groups based on socioeconomic status (SES) Low

Below poverty ($20,000/year/family of 4)

Maternal education no higher than HS grad

Middle Above poverty but below $100,000/year

Maternal education higher than HS grad but below the graduate

level


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Methodology - Participants English the sole language of the home

Hearing within normal limits

Cognitive skills within normal limits Screened with KBIT-2 (Kaufman & Kaufman, 2004)

Language skills across language continuum

Testing with CELF-P-2 (Wiig, Secord, & Semel, 2004)

Testing with standardized measures accomplished

individually during first session (~30 minutes)


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Methodology - Stimuli Equivalent story episodes from wordless picture book

OOPS by Mercer Mayer (1977)

Balanced for story grammar units, evaluative

information, and lexical complexity

Two narratives elicited from children during second

session following an introductory story (~15 minutes)

Two experimental conditions Oral-only retell

Oral retell with pictures

Puppet used to act as nave listener


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OOPS


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OOPS


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OOPS


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OOPS


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Data Measures # of Story Grammar Units (Stein & Glenn, 1979;

Schneider, 1996)

# of Evaluative Elements (Bamberg & Damrad-Frye,1990)

Lexical Complexity (Justice, Bowles, Kaderavek,

Ukrainetz, Eisenberg, Gillam, 2006; Schneider, 2003)

C-units, total number of words, number of different words,

MLU-words, MLU-morphemes


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Results ~75% of data have been collected

Mid-SES: n = 16

Low-SES: n = 25

Significant main effects for

SES Group, F(1,39) =3.696,p


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Results SES Group All measures are significant except for # Story Grammar

Units

Small to medium effect sizes; most robust for # Total

Words, # Different Words, MLU-Words, MLU-

Morphemes # Story Grammar Units F(1,39)= 3.847,p=.057

# Evaluative Elements F(1,39)= 7.027,p


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Results Elicitation Method All measures are significant

Small to medium effect sizes; most robust for # Story

Grammar Units, # C-Units, # Total Words, # Different

Words

# Story Grammar Units F(1,39)=16.847,p


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Results Summary Differences are seen between preschoolers from low

and middle socio-economic homes in their production

of their narrative retells. These differences are most

notable in terms of lexical complexity measures of

total number of words, number of different words, and

MLU.

Differences are seen in the narrative retells ofpreschoolers when elicited using pictures as compared

with oral-only. These differences are most notable in

terms of story grammar units, number of C-units, total

number of words, and number of different words.


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Clinical ImplicationsNarrative retells may be a useful clinical tool for exploring

the language skills of 4-year-old preschool children

Use wordless picture books along with an oral model

Children from low-SES homes may perform more poorly

as a result of lower language skills

Potentially a quick tool to initially assessment and then

monitor progress of narrative skills


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THANK YOU! Questions?


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References Bamberg, M., & Damrad-Frye, R. (1991). On the ability to provide evaluative comments: Furtherexplorations of children's narrative competencies. Journal of Child Language, 18, 689-710.

Bishop, D. V. M., & Edmundson, A. (1987). Language impaired four year olds: Distinguishing transientfrom persistent impairment. Journal of Speech and Hearing Disorders, 52, 156-173.

Boudreau, D. M. (2008). Narrative abilities: Advances in research and implications for clinical practice.Topics in Language Disorders, 28 (2), 99-114.

Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press. Fazio, B. B., Naremore, R. C., & Connell, P. J. (1996). Tracking children from poverty at risk for specific

language impairment: A three year longitudinal study. Journal of Speech and Hearing Research, 39, 611-624.

Gutierrez-Clellen, V. F., & Quinn, R. (1993). Assessing narratives of children from diversecultural/linguistic groups.Language, Speech, and Hearing Services in Schools, 24, 2-9.

Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young Americanchildren. Baltimore: Brookes.

Hymes, D. (1982). Narrative form as a" grammar" of experience: Native Americans and a glimpse of

English. Journal of Education, 164 (2), 121-143. Justice, L. M., Bowles, R. P., Kaderavek, J. N., Ukrainetz, T. A., Eisenberg, S. L., & Gillam, R. B. (2006).

The index of narrative microstructure: A clinical tool for analyzing school-age childrens narrativeperformances. American Journal of Speech-Language Pathology, 15, 177-191.

Kaufman, A. S., & Kaufman, N. L. (2004). Kaufman Brief Intelligence Test, Second Edition. Circle Pines,MN: American Guidance Services.

Manhardt, J., & Rescorla, L. (2002). Oral narrative skills of late talkers at ages 8 and 9. AppliedPsycholinguistics, 23, 1-21.

Mayer, M. (1977). Oops. New York: Dial Press.


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References McCabe, A. (1991). Preface: Structure as a way of understanding. In A. McCabe & C. Peterson(EDS.),Developing Narrative Structure (pp. i-xvii). Mahway, NJ: Lawrence Erlbaum Associates. Peterson, C., & McCabe, A. (1983). Developmental psycholinguistics: Three ways of looking at a childs

narrative. New York: Plenum Press.

McCabe, A., & Rollins, P. R. (1994). Assessment of preschool narrative skills. American Journal of Speech-Language Pathology, 3, 45-56.

Peterson, C. (1994). Narrative skills and social class. Canadian Journal of Education, 19 (3), 251-266.

Ripich, D. N., & Griffith, P. L. (1988). Narrative abilities of children with learning disabilities andnondisabled children: Story structure, cohesion, and propositions. Journal of Learning Disabilities, 21, 165-173.

Roseberry-McKibbin, C. (2008). Increasing language skills of students from low income backgrounds:Practical strategies for professionals. San Diego, CA: Plural Publishing.

Schneider, P. (1996). Effects of pictures versus orally presented stories on story retellings by children withlanguage impairment. American Journal of Speech-Language Pathology, 5. 86-96.

Schneider, P., & Dub, R. V. (2005). Story presentation effects on childrens retell content. AmericanJournal of Speech-Language Pathology, 14, 52-60.

Spinillo, A. G., & Pinto, G. (1994). Children's narratives under different conditions: A comparative study.British Journal of Developmental Psychology, 12, 177-193.

Stein, N. L., & Glenn, C. G. (1979). An analysis of story comprehension in elementary school children. InR.O. Freedle (Ed.),New directions in discourse processing, Vol. 2: Advances in discourse processing.Norwood, N.J.: Ablex.

Wiig, E., Secord, W. A., Semel, A. (2004). Clinical Evaluation of Language Fundamentals Preschool-

Second Edition. San Antonio, TX: Pearson.

2234 mcconnell grace[1] ok

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