Purpose
The purpose of this study was to examine narrative language samples of Spanish-speaking preschoolers to analyze changes in microstructural and macrostructural skills in their first language (L1) from fall to spring, relationships between narrative and vocabulary skills in L1, and the extent to which fall skills predict spring performance.
Method
Participants included 40 Spanish-speaking children who were enrolled in community-based preschool programs. Narrative language retells from the fall and spring were examined, and microstructural and macrostructural components were analyzed using the Narrative Assessment Protocol–Spanish and the Narrative Scoring Scheme, respectively. Participants also completed an assessment of expressive vocabulary in Spanish.
Results
The results indicated different degrees of change in microstructural and macrostructural elements, change from fall to spring in some but not all elements measured, shifting patterns of association between L1 vocabulary and narrative skills, and variable prediction of spring scores.
Conclusion
Results from this study enhance professionals' understanding of Spanish-speaking preschoolers' narrative language skills in L1 and considerations for assessing and monitoring progress at different points in the academic year.
Dual language and literacy development of Spanish-speaking preschool children