The effects of incorporating extended conversations into video-based story retelling instruction on oral narrative skills in adolescents with intellectual disability in China

2021 ◽  
Vol 119 ◽  
pp. 104116
Author(s):  
Huan Li ◽  
Xiaowen Zhou ◽  
Zhaojun Li ◽  
Hongyu Wu ◽  
Jiaying Lin ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Oral Narrative ◽  
Story Retelling ◽  
Narrative Skills

scholarly journals Effects of a Story Grammar Intervention With Repeated Retells for English Learners With Language Impairments

2018 ◽  
Vol 40 (1) ◽  
pp. 15-27 ◽  
Author(s):  
Rhonda D. Miller ◽  
Vivian I. Correa ◽  
Antonis Katsiyannis
Keyword(s):  
English Learners ◽  
Single Case ◽  
Language Impairments ◽  
Oral Narrative ◽  
Future Research ◽  
Syntactic Complexity ◽  
Story Grammar ◽  
Complexity Measures ◽  
Narrative Skills ◽  
Multiple Probe

This study investigated the effects of a narrative intervention that employed repeated story retells and a Story Grammar Marker on the oral narrative skills of Spanish-speaking English learners with language impairments. Four third- and fourth-grade students participated in the study. Using a single-case multiple probe across participants design, the authors measured three dependent variables: narrative organization skills, narrative productivity, and syntactic complexity. As a result of the intervention, stories became more cohesive and scores for narrative organization increased by approximately 7 points from baseline to intervention across participants. Smaller effects for narrative complexity and syntactic complexity measures were noted. Implications for future research and for practice are provided.

Modeling the Relationships between Language Skills and Sentence Comprehension among Chinese Junior Elementary Graders

2020 ◽  
Vol 22 (2) ◽  
pp. 80-116
Author(s):  
Xiao-Yun Xiao ◽  
Connie Suk-Han Ho
Keyword(s):  
Word Recognition ◽  
Word Order ◽  
Sentence Comprehension ◽  
Word Reading ◽  
Vocabulary Knowledge ◽  
Oral Narrative ◽  
Theoretical Understanding ◽  
Narrative Skills ◽  
Syntactic Skills ◽  
Reading Measures

The present study examined the contributions of vocabulary knowledge, syntactic skills, and oral narrative skills to sentence reading comprehension among Chinese junior elementary school children. Various language and reading measures were administered to 85 Chinese normally-achieving children at Grades 2 and 3 in Hong Kong. Results showed that vocabulary knowledge and oral narrative skills contributed significantly to word order skills, an important syntactic skill in Chinese. Vocabulary knowledge contributed to word recognition directly and contributed to sentence comprehension indirectly through word recognition and syntactic skills; and syntactic skills contributed to sentence comprehension directly. These findings suggest that while vocabulary knowledge is important for Chinese word reading, syntactic word order plays a central role in Chinese sentence comprehension. The implications of these findings for our theoretical understanding of the Simple View of Reading, as well as reading instruction, will be discussed.

scholarly journals MAIN: multilingual assessment instrument for narratives

2019 ◽  
Vol 56 ◽  
pp. 155 ◽  
Author(s):  
Natalʹja Vladimirovna Gagarina ◽  
Daleen Klop ◽  
Sari Kunnari ◽  
Koula Tantele ◽  
Taina Välimaa ◽  
...  
Keyword(s):  
Assessment Instrument ◽  
Bilingual Children ◽  
Early Age ◽  
Linguistic Complexity ◽  
Cultural Appropriateness ◽  
Story Retelling ◽  
Standard Arabic ◽  
Narrative Skills

The Multilingual Assessment Instrument for Narratives (MAIN) was designed in order to assess narrative skills in children who acquire one or more languages from birth or from early age. MAIN is suitable for children from 3 to 10 years and evaluates both comprehension and production of narratives. Its design allows for the assessment of several languages in the same child, as well as for different elicitation modes: Model Story, Retelling, and Telling. MAIN contains four parallel stories, each with a carefully designed six-picture sequence. The stories are controlled for cognitive and linguistic complexity, parallelism in macrostructure and microstructure, as well as for cultural appropriateness and robustness. The instrument has been developed on the basis of extensive piloting with more than 550 monolingual and bilingual children aged 3 to 10, for 15 different languages and language combinations. Even though MAIN has not been norm-referenced yet, its standardized procedures can be used for evaluation, intervention and research purposes. MAIN is currently available in the following languages: English, Afrikaans, Albanian, Basque, Bulgarian, Croatian, Cypriot Greek, Danish, Dutch, Estonian, Finnish, French, German, Greek, Hebrew, Icelandic, Italian, Lithuanian, Norwegian, Polish, Russian, Spanish, Standard Arabic, Swedish, Turkish, Vietnamese, and Welsh.  

scholarly journals Narrative Language and Reading Comprehension in Students With Mild Intellectual Disabilities

2017 ◽  
Vol 122 (5) ◽  
pp. 392-408 ◽  
Author(s):  
Andrea Barton-Hulsey ◽  
Rose A. Sevcik ◽  
MaryAnn Romski
Keyword(s):  
Reading Comprehension ◽  
Intellectual Disability ◽  
Past Research ◽  
Oral Narrative ◽  
Typically Developing ◽  
Measurement Tools ◽  
Positive Correlations ◽  
Mean Length Of Utterance ◽  
Narrative Language

Abstract Past research shows positive correlations between oral narrative skill and reading comprehension in typically developing students. This study examined the relationship between reading comprehension and narrative language ability of 102 elementary students with mild levels of intellectual disability. Results describe the students' narrative language microstructure and relative strengths and weaknesses in narrative macrostructure. Students' narrative macrostructure accounted for significant variance in reading comprehension beyond what was accounted for by narrative microstructure (i.e., mean length of utterance in morphemes, number of different words, total utterances). This study provides considerations for measuring narrative quality when characterizing the functional language skills of students with mild levels of intellectual disability. Measurement tools that quantify the quality of language provide important information regarding targets of intervention beyond grammar and vocabulary.

Joke telling, humor creation, and humor recall in children with and without hearing loss

2013 ◽  
Vol 26 (1) ◽  
Author(s):  
Evangeline E. Nwokah ◽  
Sandra E. Burnette ◽  
Kelly N. Graves
Keyword(s):  
Hearing Loss ◽  
Language Skills ◽  
Oral Narrative ◽  
Appropriate Use ◽  
Story Structure ◽  
Narrative Skills ◽  
Use Of Time ◽  
Children With Hearing Loss ◽  
Narrative Ability

AbstractChildren with and without hearing loss were compared on their joke-telling and humor-related oral narrative skills. They were asked to tell a joke, create a funny story, and describe a funny movie they had seen. The ability to use humor in language creatively or in recall, the appropriate use of time reference in verbs, and the sequencing of story schema are advanced language skills for children. The conceptual and language skills of humor could be impacted if children do not hear some of the subtleties of language. Results revealed children with hearing loss used shorter and less complex utterances in jokes. They were significantly more likely to produce knock-knock jokes than other types such as riddles, and the knock-knock jokes were at a pre-joke stage. Children with hearing loss also produced funny stories that were less complex. They scored lower on story structure, total narrative ability, and Applebee's story schema. They were less likely to report bathroom humor as the funny part of a joke, story, or movie. This suggests that some aspects of the development of verbal humor may be impacted by hearing loss even among children mainstreamed in regular schools.

Narrative Skills in 4-Year-Olds With Normal, Impaired, and Late-Developing Language

1993 ◽  
Vol 36 (3) ◽  
pp. 592-598 ◽  
Author(s):  
Rhea Paul ◽  
Rita L. Smith
Keyword(s):  
Sentence Structure ◽  
Normal Range ◽  
Story Retelling ◽  
Narrative Skills ◽  
Syntactic Skills ◽  
School Learning ◽  
Narrative Skill ◽  
Basic Sentence ◽  
Narrative Ability ◽  
Expressive Language Development

Two groups of children who were slow in expressive language development (SELD) at age 2 and a matched group of toddlers with normal language were re-evaluated at age 4. Assessment included measures of productive syntactic skills in spontaneous speech and narrative abilities in a standard story retelling task. Four-year-olds who continued to perform below the normal range in sentence structure production scored significantly lower than their normally speaking peers on all measures of narrative skill. Children who were slow to begin talking at age 2 but who, by age 4, had moved into the normal range in basic sentence structure production showed no statistically significant differences, in terms of several of the measures of narrative ability, from either normally speaking 4-year-olds or from the group with persistent delay. The implications of these findings for the management of early language delay and its relation to school learning disability are discussed.

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