Properties of the Narrative Scoring Scheme Using Narrative Retells in Young School-Age Children Purpose To evaluate the clinical utility of the narrative scoring scheme (NSS) as an index of narrative macrostructure for young school-age children. Method Oral retells of a wordless picture book were elicited from 129 typically developing children, ages 5–7. A series of correlations and hierarchical regression equations were ... Research Article
Research Article  |   May 01, 2010
Properties of the Narrative Scoring Scheme Using Narrative Retells in Young School-Age Children
 
Author Affiliations & Notes
  • John Heilmann
    East Carolina University, Greenville, NC
  • Jon F. Miller
    University of Wisconsin—Madison
  • Ann Nockerts
    University of Wisconsin—Madison
  • Claudia Dunaway
    San Diego Unified School District, CA
  • Contact author: John Heilmann, East Carolina University, Department of Communication Sciences and Disorders, Health Sciences Building, Room 3310T, Greenville, NC 27858-4353. E-mail: heilmannj@ecu.edu.
Article Information
Development / Cultural & Linguistic Diversity / School-Based Settings / Language Disorders / Research Articles
Research Article   |   May 01, 2010
Properties of the Narrative Scoring Scheme Using Narrative Retells in Young School-Age Children
American Journal of Speech-Language Pathology, May 2010, Vol. 19, 154-166. doi:10.1044/1058-0360(2009/08-0024)
History: Received March 24, 2008 , Revised December 1, 2008 , Accepted November 30, 2009
 
American Journal of Speech-Language Pathology, May 2010, Vol. 19, 154-166. doi:10.1044/1058-0360(2009/08-0024)
History: Received March 24, 2008; Revised December 1, 2008; Accepted November 30, 2009
Web of Science® Times Cited: 41

Purpose To evaluate the clinical utility of the narrative scoring scheme (NSS) as an index of narrative macrostructure for young school-age children.

Method Oral retells of a wordless picture book were elicited from 129 typically developing children, ages 5–7. A series of correlations and hierarchical regression equations were completed using microstructural measures of vocabulary and grammar to predict NSS scores.

Results While the NSS was significantly correlated with age and each of the microstructural measures, the hierarchical regression analyses revealed a unique relationship between vocabulary and narrative macrostructure.

Conclusion The NSS is an efficient and informative tool for documenting children’s development of narrative macrostructure. The relationship between the NSS and microstructural measures demonstrates that it is a robust measure of children’s overall oral narrative competence and a powerful tool for clinicians and researchers. The unique relationship between lexical diversity and the NSS confirmed that a special relationship exists between vocabulary and narrative organization skills in young school-age children.

Acknowledgments
This research was supported by National Institutes of Health Grant 5 T32 DC005459 (“Interdisciplinary Research Training in Speech-Language Disorders”) and by the Language Analysis Lab at the University of Wisconsin—Madison. This work was also made possible through close collaboration with two public school districts in San Diego County: San Diego City Schools and Cajon Valley Union Schools. The authors express appreciation to Karen Andriacchi and the research assistants from the Language Analysis Lab for their assistance with transcription and organization of the data. Portions of this article were presented at the 2006 American Speech-Language-Hearing Association Annual Convention in Miami, FL.
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