A social interactionist account of developing decontextualized narrative skill.

Peterson, Carole; McCabe, Allyssa

doi:10.1037/0012-1649.30.6.937

Cited by 158 publications

(121 citation statements)

References 43 publications

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“…Reese, Leyva, Sparks, & Grolnick, 2010;Sparks & Reese, 2012), and children improve their narratives as they interact with caregivers who offer support by asking for clarity or prompting for parts of a story (e.g., Peterson & McCabe, 1994;E. Reese, Haden, & Fivush, 1993;Van Dongen & Westby, 1986).…”

Section: Home Literacy Environmentmentioning

confidence: 99%

The Home Literacy Environment and the English Narrative Development of Spanish–English Bilingual Children

Bitetti

Hammer

2016

J Speech Lang Hear Res

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Purpose The purpose of this study was to examine the impact of the home literacy environment (HLE) on the English narrative development of Spanish–English bilingual children from low-income backgrounds. Method Longitudinal data were collected on 81 bilingual children from preschool through 1st grade. English narrative skills were assessed in the fall and spring of each year. Microstructure measures included mean length of utterance in morphemes and number of different words. The Narrative Scoring Scheme (Heilmann, Miller, Nockerts, & Dunaway, 2010) measured macrostructure. Each fall, the children's mothers reported the frequency of literacy activities and number of children's books in the home. Growth curve modeling was used to describe the children's narrative development and the impact of the HLE over time. Results Significant growth occurred for all narrative measures. The HLE did not affect microstructure growth. The frequency with which mothers read to their children had a positive impact on the growth of the children's total Narrative Scoring Scheme scores. Other aspects of the HLE, such as the frequency with which the mothers told stories, did not affect macrostructure development. Conclusions These results provide information about the development of English narrative abilities and demonstrate the importance of frequent book reading for the overall narrative quality of children from Spanish-speaking homes who are learning English.

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Section: Home Literacy Environmentmentioning

confidence: 99%

The Home Literacy Environment and the English Narrative Development of Spanish–English Bilingual Children

Bitetti

Hammer

2016

J Speech Lang Hear Res

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“…Mothers were asked to choose an unshared past event (something that the child experienced without the mother present, e.g., sleep-over at grandma's house) and to talk about it with their child as they would normally do. We chose unshared events over other types of events (e.g., shared) because the unshared event was the most decontextualized event, as the mother was not there and did not know what happened (also see Flannagan, 1997;Peterson & McCabe, 1994; a similar distinction was made by Snow, 1983, regarding accounts and recounts). We videotaped the mother-child past-event conversation, transcribed it, and coded mothers' turns using the same 5-point scale described in quality of book-reading practices.…”

Section: Measures Procedure and Scoringmentioning

confidence: 99%

The Link Between Preschoolers’ Phonological Awareness and Mothers’ Book-Reading and Reminiscing Practices in Low-Income Families

Leyva

Sparks

Reese

2012

Journal of Literacy Research

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The relation between preschoolers' phonological awareness and the frequency and quality of parents' book-reading and reminiscing practices were examined in 54 low-income and ethnically diverse families. Children's phonological awareness was assessed at the beginning and end of preschool. Mothers reported the frequency with which they read books and reminisced with their children at the beginning of preschool using a questionnaire. They were also videotaped while reading a book and talking about a past event with their preschoolers. The quality of book-reading and reminiscing practices was measured via these videotapes by the number of openended questions mothers asked to extend the reading or conversation. Children's receptive and expressive vocabulary skills were assessed at the beginning of preschool as a control variable. Quality of reminiscing, but not book-reading practices, predicted preschoolers' phonological awareness skills at the end of preschool, even after controlling for beginning-of-preschool phonological and vocabulary skills and demographic variables. Reported frequency of book-reading and reminiscing practices bore no relation to phonological awareness skills. The link between quality of reminiscing practices and phonological awareness deserves further exploration, but might be explained by indirect links with other linguistic and cognitive skills.

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“…From the viewpoint of pragmatic development, in which children with autism have severe difficulties, responding to maternal Wh-Qs is regarded as an important opportunity for young English-speaking children to learn how to talk about past events or stories they have experienced or heard (Peterson and McCabe, 1992;1994). Narrative language in children, adolescents, and even adults with high-functioning autism spectrum disorder (HFASD) is poorer and more problematic than in matched controls (Losh and Capps, 2003;Loveland and Tunali, 1993).…”

Section: Introductionmentioning

confidence: 99%

Do Japanese children with high-functioning autism spectrum disorder respond differently to Wh-questions and Yes/No-questions?

2010

Clinical Linguistics & Phonetics

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The present study compared 12 Japanese children with high-functioning autism spectrum disorder (HFASD), ranging in age from 7.3-14.8 years, with 12 typically developing (TD) children matched for age, gender, and vocabulary. The means of full-scale IQ and verbal-IQ of the children with HFASD were 95.92 (SD ¼ 15.30) and 98.00 (SD ¼ 18.44), respectively. Children responded to questions from their mothers in conversations collected under a semi-structured setting, and the responses of both groups were examined from the viewpoint of adequacy. Compared to TD children, HFASD children produced more inadequate responses to Wh-questions than to Yes/No questions. To both types of questions, HFASD children produced more inappropriate responses than TD children. The findings suggest that parents of HFASD children should consider the influence of the question format on these children's response inadequacies.

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A social interactionist account of developing decontextualized narrative skill.

Cited by 158 publications

References 43 publications

The Home Literacy Environment and the English Narrative Development of Spanish–English Bilingual Children

The Home Literacy Environment and the English Narrative Development of Spanish–English Bilingual Children

The Link Between Preschoolers’ Phonological Awareness and Mothers’ Book-Reading and Reminiscing Practices in Low-Income Families

Do Japanese children with high-functioning autism spectrum disorder respond differently to Wh-questions and Yes/No-questions?

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