Narrative Assessment for Cantonese-Speaking Children

To, Carol K. S.; Stokes, Stephanie F.; Cheung, Hintat; Tsou, Benjamin K.

doi:10.1044/1092-4388(2009/08-0039)

Cited by 53 publications

(23 citation statements)

References 50 publications

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“…In line with previous studies (e.g. Mäkinen et al, 2014;Schneider et al, 2006;To et al, 2010), children produced more informative stories at the age of eight than five. At the age of eight, children also told longer stories and included more evaluations in their retellings, but not in their story generations.…”

Section: Discussionsupporting

confidence: 91%

Are story retelling and story generation connected to reading skills? Evidence from Finnish

Mäkinen

Loukusa

Gabbatore

et al. 2018

Child Language Teaching and Therapy

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This three-year follow-up study investigated the associations of narrative and reading skills in typically developing Finnish children. Twenty children performed narrative retelling and story generation tasks twice, at five and eight years of age. Reading comprehension and word recognition tests were performed at the age of eight. Narratives were analysed for relevant information, total number of word tokens, clausal density and evaluation. The results showed increased narrative abilities with age, but the development was not seen in all narrative variables. This suggests that narrative tasks might capture development somewhat differently. Both narrative tasks were connected to reading skills. However, while retelling was connected to reading comprehension only, story generation related to both reading comprehension and word recognition. This study extends prior research by showing that not only retelling but also story generation is associated with reading.

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Section: Discussionsupporting

confidence: 91%

Are story retelling and story generation connected to reading skills? Evidence from Finnish

Mäkinen

Loukusa

Gabbatore

et al. 2018

Child Language Teaching and Therapy

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“…The last analysis was exploratory, and did not show a significant link between NWR skills and macrostructure scores in either the L1 or the L2 of the children in our study. The relationship between the macrostructure scores and phonological processing appeared to be weak, likely due to the fact that NWR is mainly linked to phonological processing while macrostructural scores depend more on story grammar and also cognitive development (e.g., Halamová, 2013; Kim-Sum To et al, 2010). Because the correlation between macrostructure and NWR tasks was not significant, this suggests that the NWR task and the MAIN task reveal different information about children's language performance.…”

Section: Discussionmentioning

confidence: 99%

Narrative abilities in early successive bilingual Slovak–English children: A cross-language comparison

Kapalková

Polišenská

Marková

et al. 2015

Applied Psycholinguistics

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This study investigates macrostructure skill transfer in successive bilingual children speaking Slovak and English, a new language combination for narrative research. We examined whether narrative performance reflected language dominance and assessed relationships between nonword repetition (NWR) and narrative skills within and across languages. Forty typically developing Slovak–English bilingual children (mean age = 5 years, 10 months) were evaluated for microstructure and macrostructure performance in both languages through story telling and retelling tasks. In addition, NWR was assessed in Slovak, the children's first language (L1). Macrostructure scores were higher in their L1 than in their second language (L2), but comprehension did not differ across languages. L1 NWR was significantly related to L1 microstructure scores, but not to L1/L2 macrostructure or L2 microstructure. Implications for assessing bilingual children's language are discussed.

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“…In narrative literature, syntactic complexity is operationalized in different ways such as the mean length of sentences in words or morphemes [6,7,12] and the ratio of the number of syntactically complex clauses over the total number of clauses [13,14]. We adopted the latter definition with a focus on subordination.…”

Section: Syntactic Complexitymentioning

confidence: 99%

“…This finding does not support the hypothesis that the level of syntactic complexity would increase with age. Several studies showed developmental increase in the use of syntactically complex clauses in narratives of English- [14,17], Cantonese- [12] and Finnish-speaking [6] children. The present study does not support the findings of these studies.…”

Section: Development Of Domains Of Complexity and Their Predictorsmentioning

confidence: 99%

The development of narrative skills in Turkish-speaking children: A complexity approach

Balaban

Hohenberger

2020

PLoS ONE

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The present study examines the development of plot, evaluative and syntactic complexity in children's narratives and its relationship with gender, ToM, executive function and linguistic recursive ability. One hundred and five Turkish-speaking children distributed across 4 age groups (four-, five-, seven-eight-, and ten-eleven-year-olds) and 15 adults participated in (a) Elicitation of Narratives Task, (b) Emotional Stroop Task, (c) First-or Second-Order ToM Task (depending on their age), (d) Real-Apparent Emotion Task (four-year-olds), and (e) Comprehension of Complement Clauses Task. Among the three domains of complexity, only plot complexity was found to be related to gender and to develop significantly, in particular at 5 and 7 years of age. Evaluative complexity was low in children in all age groups and was not predicted by any factor. Syntactic complexity was predicted by executive function. These findings are discussed considering the cognitive, linguistic and sociocultural nature of narration.

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Narrative Assessment for Cantonese-Speaking Children

Cited by 53 publications

References 50 publications

Are story retelling and story generation connected to reading skills? Evidence from Finnish

Are story retelling and story generation connected to reading skills? Evidence from Finnish

Narrative abilities in early successive bilingual Slovak–English children: A cross-language comparison

The development of narrative skills in Turkish-speaking children: A complexity approach

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