Development of the Narrative Assessment Protocol-2: A Tool for Examining Young Children's Narrative Skill

2020 ◽  
Vol 51 (2) ◽  
pp. 390-404 ◽  
Author(s):  
Ryan P. Bowles ◽  
Laura M. Justice ◽  
Kiren S. Khan ◽  
Shayne B. Piasta ◽  
Lori E. Skibbe ◽  
...  
Keyword(s):  
High Reliability ◽  
Video Recording ◽  
Item Pool ◽  
Language And Literacy ◽  
Assessment Protocol ◽  
Narrative Assessment ◽  
Exploratory Factor Analyses ◽  
Narrative Skill ◽  
Wordless Picture Books ◽  
And Gender

Purpose Narrative skill, a child's ability to create a temporally sequenced account of an experience or event, is considered an important domain of children's language development. Narrative skill is strongly predictive of later language and literacy and is emphasized in curricula and educational standards. However, the need to transcribe a child's narrative and the lack of psychometrically justified scoring methods have precluded broad consideration of narrative skill among practitioners. We describe the development and validation of the Narrative Assessment Protocol-2 (NAP-2), an assessment of narrative skill for children ages 3–6 years, which uses event-based frequency scoring directly from a video recording of a child's narrative. Method The NAP-2 underwent a rigorous development process involving creation of four wordless picture books and associated scripts and identification of a broad item pool, including aspects of narrative microstructure and macrostructure. We collected two narratives from each of 470 children using the NAP-2 elicitation materials and scored each with the 60 items in the initial item pool. Results Cross-validated exploratory factor analyses indicated a single narrative skill factor. Rasch measurement analysis led to selection of 20 items that maintained high reliability while having good fit to the model and no evidence of differential item functioning across books and gender. Conclusions The NAP-2 offers a psychometrically sound and easy-to-use assessment of narrative skill for children ages 3–6 years. The NAP-2 is available freely online for use by speech-language pathologists, educational practitioners, and researchers. Supplemental Material https://doi.org/10.23641/asha.11800779

Linking early narrative skill to later language and reading ability in Mandarin-speaking children

2006 ◽  
Vol 16 (2) ◽  
pp. 275-293 ◽  
Author(s):  
Chien-ju Chang
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Personal Narratives ◽  
Receptive Vocabulary ◽  
Language And Literacy ◽  
Narrative Skills ◽  
Narrative Assessment ◽  
Narrative Skill ◽  
Positive Correlations ◽  
Children's Stories

The aim of this study is to examine the relationship between Mandarin Chinese-speaking children’s narrative skill in telling personally experienced stories in preschool and their later language and reading ability. Fourteen Mandarin-speaking children, 8 boys and 6 girls, were visited at home when they were 3;6, 7;5, and 10;1. The children were asked to tell personal narratives to the experimenter at 3;6 and 7;5 and to complete word definition, receptive vocabulary, and Chinese reading comprehension tests at 7;5 and 10;1. Two of the children’s stories with the greatest number of narrative clauses were selected and measured using adaptations of the narrative assessment profile developed by McCabe and Bliss (2003). A number of significant positive correlations were observed between the children’s narrative skills and their receptive vocabulary, definition, and reading comprehension abilities. These findings suggest that the children who had good narrative skill in preschool also performed better in reading comprehension and language tasks in primary school. This study shows that the continuous and interrelated relationship between early oral narrative and later language and literacy is evident not only in English-speaking children but also in Mandarin-speaking children. The educational implications for this study are highlighted.

Beyond the written word: The role of text on preschool teachers’ book sharing styles

2021 ◽  
pp. 146879842098516
Author(s):  
Adina R Schick ◽  
Lauren Scarola ◽  
Silvia Niño ◽  
Gigliana Melzi
Keyword(s):  
Language Learners ◽  
Picture Books ◽  
Dual Language ◽  
Preschool Teachers ◽  
Literacy Skill ◽  
Dual Language Learners ◽  
Language And Literacy ◽  
Literacy Skill Development ◽  
Wordless Picture Books ◽  
Book Sharing

Teachers’ sharing of picture books is a quintessential activity in early childhood classrooms, and has been found to be predictive of children’s language and literacy skill development. Although most research, to date, has focused on the manner in which preschool teachers share text-based books with their students, recent work has recommended that teachers include wordless books as part of their classroom book sharing routines. Yet, little is known about how the absence of text might influence teachers’ discourse styles. The present study, thus, explored the discourse styles used by preschool teachers of Latino dual-language learners when sharing both text-based and wordless picture books with their class. Results showed that, while there were common features across both book types, when sharing wordless books teachers tended to adopt a more co-constructive style, by asking questions and supporting children’s participation in the sharing of the story. At the same time, they were more likely to elicit predictions and analyses from the children. The findings highlight the importance of including wordless books in preschool classroom book sharing interactions, especially in classrooms serving dual-language learners.

Narrative Assessment Protocol--Spanish Version

2016 ◽  
Author(s):  
Brenda K. Gorman ◽  
Gary E. Bingham ◽  
Christine E. Fiestas ◽  
Nicole Patton Terry
Keyword(s):  
Spanish Version ◽  
Assessment Protocol ◽  
Narrative Assessment

Narrative Assessment Protocol

2010 ◽  
Author(s):  
Laura M. Justice ◽  
Ryan Bowles ◽  
Khara Pence ◽  
Carolyn Gosse
Keyword(s):  
Assessment Protocol ◽  
Narrative Assessment

Student self-assessment of oral explanations: Use of language learning progressions

2019 ◽  
Vol 36 (3) ◽  
pp. 391-417 ◽  
Author(s):  
Despina P. Goral ◽  
Alison L. Bailey
Keyword(s):  
Language Learning ◽  
Elementary Students ◽  
Learning Experience ◽  
The Self ◽  
Learning Progressions ◽  
Self Assessment ◽  
Assessment Protocol ◽  
Assessment Activity ◽  
Self Assessments ◽  
And Gender

Students’ self-assessment of language features in their oral explanations of a mathematics task was supported by language learning progressions. Learning progressions map a continuum of knowledge or skills development as they increase in sophistication over time. Learning progressions can be a framework to support formative assessment by both teachers and students. Fifty-eight predominantly English-speaking US elementary students used language learning progressions to complete their self-assessment of either discourse stamina or vocabulary usage in the elicited oral explanations. Students were guided through a four-step, highly scaffolded self-assessment protocol that was analyzed for (1) concordance with researcher placements of their explanations on the progressions, and (2) student commentary on their own placements. Overall, 50% of the students self-assessed in accordance with researchers’ independent placement of their explanations on the progressions. However, significant grade-level and gender differences in concordance were found. Results were consistent with prior research findings that upper-elementary students’ self-assessments are more aligned with external measures than are younger students’ self-assessments (e.g., Butler & Lee, 2006). However, even the youngest students in the current study were able to complete the self-assessment activity, if not always with the same degree of concordance. Successful participation may be attributable to the format, scaffolding, and contextualization of the self-assessment activity with its use of language learning progressions. Also consistent with prior research, girls were more likely to agree with researchers’ placements than boys. Student self-assessment differed by the two language features. Most students found the self-assessment activity to be a useful learning experience. Implications for research and practice are discussed.

scholarly journals Development and Validation of the Organizational Stressor Indicator for Sport Performers (OSI-SP)

2013 ◽  
Vol 35 (2) ◽  
pp. 180-196 ◽  
Author(s):  
Rachel Arnold ◽  
David Fletcher ◽  
Kevin Daniels
Keyword(s):  
Concurrent Validity ◽  
Structure Study ◽  
Item Pool ◽  
Factor Analyses ◽  
Confirmatory Factor Analyses ◽  
Organizational Stressors ◽  
Confirmatory Factor ◽  
Exploratory Factor Analyses ◽  
Initial Item ◽  
Development And Validation

The series of related studies reported here describe the development and validation of the Organizational Stressor Indicator for Sport Performers (OSI-SP). In Study 1, an expert and usability panel examined the content validity and applicability of an initial item pool. The resultant 96 items were analyzed with exploratory factor analyses in Study 2, with the factorial structure comprising 5 factors (viz., Goals and Development, Logistics and Operations, Team and Culture, Coaching, Selection) and 33 items. Using confirmatory factor analyses, Studies 3 and 4 found support for the 5-factor structure. Study 4 also provided evidence for the OSI-SP’s concurrent validity and invariance across different groups. The OSI-SP is proposed as a valid and reliable measure of the organizational stressors encountered by sport performers.

Interrelationship between Self-efficacy, Gender and the Entrepreneurial Career Choice

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Hem Chandra Kothari ◽  
Sidheswar Patra
Keyword(s):  
Career Choice ◽  
Self Efficacy ◽  
Interpersonal Relationship ◽  
Item Analysis ◽  
Item Pool ◽  
Focus Group Interviews ◽  
Chi Square ◽  
Chi Square Test ◽  
Group Interviews ◽  
And Gender

This research paper examines the interpersonal relationship between gender, self-efficacy, and entrepreneurial career choice. The present study has been conducted in Uttarakhand, a province of India. An item pool was developed on the basis of focus group interviews and literature survey. A scale was developed on the basis of item pool after an item analysis for checking its consistency and reliability and was included in the questionnaire. The questionnaire was administered on 880 graduation final year students studying in different colleges. An interpersonal relationship between gender, self-efficacy, and entrepreneurial career choice was examined using Pearsons chi-square test and Students t-test. Results show significant relationship between gender and self-efficacy, self-efficacy and entrepreneurial career choice, and gender and entrepreneurial career choice. Male respondents were found to have higher level of self-efficacy than female respondents. This paper also explores that male respondents are more likely to opt for an entrepreneurial career than females.

The Reliability and Validation of the Aquatic Movement Protocol as an Instrument for Assessing Aquatic Motor Competence in Primary Aged Children

2021 ◽  
pp. 1-14
Author(s):  
Nicole A. Pratt ◽  
Michael J. Duncan ◽  
Martyn G. Morris ◽  
Samuel W. Oxford
Keyword(s):  
Motor Development ◽  
General Motor ◽  
Cronbach’S Alpha ◽  
Motor Competence ◽  
Assessment Protocol ◽  
Cronbach's Alpha ◽  
Exploratory Factor Analyses ◽  
Long Jump ◽  
Single Construct ◽  
Product Measures

There is a dearth of research in aquatic motor competency, a key requirement for primary physical education in order to become physically literate. This study proposes a new assessment protocol for aquatic motor competence and sets out to examine the validity of the Aquatic Movement Protocol (AMP) in children between 7 and 9 years of age. Testing of Gross Motor Development—second edition was implemented to assess general motor competence, including a composite of 10-m running sprint time and standing long jump distance. Aquatic motor competence was assessed by the AMP. Univariate analyses of covariance were used to examine whether assessment of general motor competence differed as opposed to aquatic motor competence. Process and product measures of dryland motor competence were analyzed using male and female subjects measuring three aquatic motor competences (low, medium, and high). Cronbach’s alpha and exploratory factor analyses were implemented to show both construct and concurrent validity of the AMP. Children classified as high for aquatic motor competence had significantly higher general motor competence (p = .001). Those who achieved a higher composite score for faster sprint speeds and longer jump distances had significantly higher aquatic motor competence (p = .001). Cronbach’s alpha of .908, showed internal consistency of the AMP. Results extracted one factor from analysis with an eigenvalue = 6.2; %variance = 62.1, with loadings higher than 0.5. This data suggests that the items on the AMP measure a single construct that we would call “Aquatic Motor Competence.” This study demonstrates that the AMP is a valid measure of aquatic motor competence in primary aged children.

Dimensions of Death-Related Attitudes in a French-Speaking Sample

2021 ◽  
pp. 003022282110436
Author(s):  
Joachim Wittkowski ◽  
Pierre-Marc Paré
Keyword(s):  
Online Survey ◽  
Mother Tongue ◽  
A Priori ◽  
Item Pool ◽  
Factor Analyses ◽  
Oblique Rotation ◽  
Exploratory Factor Analyses ◽  
French Speaking

This study examines the structure of death-related attitudes among French-speaking people. Participants from Canada, Belgium, France, and from Switzerland whose mother tongue was French in an online survey responded to the French adaptation of the item pool of the Multidimensional Orientation Toward Dying and Death Inventory (MODDI; N = 373). Exploratory factor analyses with orthogonal and oblique rotation yielded a 5-factor Fear domain and a 3-factor Acceptance domain, thereby reproducing the a-priori conceptualization. These results are discussed with respect to the issue of universal dimensions of death-related attitudes across cultures.

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