Explicit instruction targeting oral narrative structure is feasible and may improve pragmatic and narrative language during story retelling by children with Williams syndrome1

2021 ◽  
pp. 1-5
Author(s):  
Emily Fowler ◽  
Stephanie Webb ◽  
Jessica Price ◽  
Serena R. Garza ◽  
Russell Lang
Keyword(s):  
Explicit Instruction ◽  
Narrative Structure ◽  
Oral Narrative ◽  
Story Retelling ◽  
Narrative Language

scholarly journals The Relationship between Executive Functions and Language Production in 5–6-Year-Old Children: Insights from Working Memory and Storytelling

2020 ◽  
Vol 10 (2) ◽  
pp. 52
Author(s):  
Aleksander Veraksa ◽  
Daria Bukhalenkova ◽  
Natalia Kartushina ◽  
Ekaterina Oshchepkova
Keyword(s):  
Working Memory ◽  
Language Production ◽  
Working Memory Capacity ◽  
Narrative Structure ◽  
Verbal Working Memory ◽  
Memory Capacity ◽  
Story Retelling ◽  
Grammatical Accuracy ◽  
The Relationship ◽  
Global Indicators

This study examined the relationship between working memory capacity and narrative abilities in 5–6-year-old children. 269 children were assessed on their visual and verbal working memory and performed in a story retelling and a story creation (based on a single picture and on a series of pictures) tasks. The stories were evaluated on their macrostructure and microstructure. The results revealed a significant relationship between both components (verbal and visual) of working memory and the global indicators of a story’s macrostructure—such as semantic completeness, semantic adequacy, programming and narrative structure—and with the indicators of a story’s microstructure, such as grammatical accuracy and number of syntagmas. Yet, this relationship was systematically stronger for verbal working memory, as compared to visual working memory, suggesting that a well-developed verbal working memory leads to lexically and grammatically more accurate language production in preschool children.

Narrative Discourse Markers in Malory’s Morte D’Arthur

2000 ◽  
Vol 1 (2) ◽  
pp. 231-262 ◽  
Author(s):  
Monika Fludernik
Keyword(s):  
Narrative Structure ◽  
Discourse Markers ◽  
Narrative Discourse ◽  
Oral Narrative ◽  
King Arthur ◽  
Morte D'arthur ◽  
Narrative Prose ◽  
Line Analysis

On the basis of the model of narrative structure proposed in Fludernik (1996b) this paper presents the results of an investigation of discourse markers in Thomas Malory’s Morte D’Arthur, with a complete line-by-line analysis of The Tale of King Arthur, Books I to III (“Merlin”; “Balin”; “Torre and Pellinor”), A Noble Tale of Sir Launcelot du Lake, and The Book of Sir Tristram de Lyones (Book XIV: “Launcelot and Elaine”). The paper argues that the inflation of discourse markers in Malory is a sign of their imminent disappearance from narrative prose and that other features that indicate a dissolution of the oral narrative episode pattern are also visible in the text.

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.

scholarly journals Narrative Structure Analysis: A Story from “Hannah Gadsby: Nanette”

2020 ◽  
Vol 11 (5) ◽  
pp. 682
Author(s):  
Yue Wang
Keyword(s):  
Structure Analysis ◽  
Narrative Structure ◽  
Social Situation ◽  
Oral Narrative ◽  
Framework Analysis ◽  
Narrative Framework ◽  
The Relationship

According to Labov’s (1972) narrative elements, this paper attempts to analyze one narrative of Hannah Gadsby’s farewell stand-up show. And will discourse how a comedian combines humor with the idea in a story. Narrative structure analysis is one of the most crucial discourse types. In a stand-up show, the comedian prefers to use anecdotes to enhance their performance. Good comedians can present not only humor but their own unique viewpoint in narratives. Concentration is placed on the narrative structure to find out the relationship between humor and the speaker’s voice. It reveals that the six narrative elements can be found in Gadsby’s oral narrative. By combining the narrative elements, Gadsby expresses her consideration of females’ social situation in a humorous story. The function of her narrative is more than entertainment. This paper also found that when analyzing the speaker's humor, the audience's response is also a useful reference. Recording audiences in the transcript as the second speaker can bring the audience into Labov’s narrative framework analysis.

Using Parallel, Narrative-Based Measures to Examine the Relationship Between Listening and Reading Comprehension: A Pilot Study

2020 ◽  
Vol 51 (4) ◽  
pp. 1097-1111
Author(s):  
Douglas B. Petersen ◽  
Trina D. Spencer ◽  
Alisa Konishi ◽  
Tiffany P. Sellars ◽  
Matthew E. Foster ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Pilot Study ◽  
Listening Comprehension ◽  
Oral Narrative ◽  
Third Grade Students ◽  
Confirmatory Factor ◽  
Two Measures ◽  
Language Measures ◽  
The Relationship ◽  
Narrative Language

Purpose The purpose of this pilot study was to determine whether parallel measures of narrative-based listening comprehension and reading comprehension reflected the same construct and yielded comparable scores from a diverse sample of second- and third-grade students. One hundred ten students participated in this study. Method Three listening and three reading comprehension narrative retells and subsequent responses to story questions and vocabulary questions were collected using the Narrative Language Measures Listening and Reading subtests of the CUBED assessment. Results Results indicated a strong correlation between the listening comprehension and reading comprehension measures. Confirmatory factor analysis indicated that the listening and reading comprehension measures loaded onto one factor. Mean scores were not significantly different between the listening and reading comprehension measures, and the equipercentile analyses indicated that the two measures yielded scores that aligned with similar percentile rankings for a diverse sample of students, suggesting symmetry and equity. Conclusion Oral narrative language retells and responses to story and vocabulary questions could potentially serve as proxy measures for reading comprehension for young students.

scholarly journals Oral narrative skills of late talkers at ages 8 and 9

2002 ◽  
Vol 23 (1) ◽  
pp. 1-21 ◽  
Author(s):  
JOAN MANHARDT ◽  
LESLIE RESCORLA
Keyword(s):  
Picture Book ◽  
Specific Area ◽  
Narrative Structure ◽  
Language Delay ◽  
Oral Narrative ◽  
Typically Developing ◽  
Factor Scores ◽  
Story Grammar ◽  
Narrative Skills ◽  
Late Talkers

This study compared the oral narrative skills of 31 school-aged children diagnosed at 24 to 31 months with expressive language delay (late talkers) with those of 23 typically developing peers. Based upon an extensively studied picture-book task, Frog, Where are You?, narratives were elicited from all participants both at age 8 and age 9. At age 9, children were asked to tell the story again and to increase their references to evaluative information (characters' emotions, character speech, and causal explanations of events; “supported” telling condition). Groups were compared on Syntax, Story Grammar, Cohesion, and Evaluative Information factor scores derived from the narrative measures. Children with histories of early language delay obtained lower Syntax, Story Grammar, and Evaluative Information factor scores than typically developing peers for each of their three narrative productions. The late talkers scored in the average range at age 8 on the Clinical Evaluation of Language Fundamentals–Revised (CELF-R), but their scores were significantly lower than those of the comparison peers. When the group differences on the Story Grammar factor were reanalyzed with the CELF-R score as a covariate, the late talkers demonstrated weaknesses in story grammar skills independent of the variance accounted for by their weaker general language skills. This suggests that the use of narrative structure may be a specific area of underachievement for late talkers, in addition to their continuing weakness in syntactic and lexical abilities, relative to typically developing peers from the same SES background.

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