Structural development of the fictional narratives of African American preschoolers
| Autor: | Sandra C. Jackson, Johanna R. Price, Joanne E. Roberts |
|---|---|
| Rok vydání: | 2006 |
| Předmět: |
African american
Male Linguistics and Language Language Tests Narration Poverty Verbal Behavior Linguistics Skill development Language acquisition Language and Linguistics Developmental psychology Maternal education Black or African American Speech and Hearing Language development Social Class Child Preschool Task Performance and Analysis Humans Narrative Female Longitudinal Studies Psychology Child Language |
| Zdroj: | Language, speech, and hearing services in schools. 37(3) |
| ISSN: | 0161-1461 |
| Popis: | Purpose This study examined the structural development of African American preschoolers' narratives. It also investigated the effect of background variables (e.g., gender, maternal education, stimulation and responsiveness of the home environment, and whether or not the child lived in poverty) on the children’s narratives. Method Sixty-five children completed a story-retelling task at age 4 and again at kindergarten entry. Narratives were then coded for story grammar elements. Results Four-year-olds narrated some attempts to solve the problem and some elements of the story ending. At kindergarten entry, children had higher total narrative scores and included more of every type of story grammar element except relationship. Overall, narratives were not related to background variables. Clinical Implications The Bus Story Language Test (C. Renfrew, 1991) appears to be an assessment tool that is sensitive to structural growth in African American children’s narratives from 4 years to kindergarten entry. |
| Databáze: | OpenAIRE |
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