Structural Development of the Fictional Narratives of African American Preschoolers
Sandra C. Jackson North Carolina Central University, Durham Contact author: Johanna R. Price, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, 105 Smith Level Rd. CB#8180, Chapel Hill, NC 27599-8180. E-mail: price{at}mail.fpg.unc PURPOSE: This study exami...
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| Veröffentlicht in: | Language, speech & hearing services in schools speech & hearing services in schools, 2006-07, Vol.37 (3), p.178-190 |
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| creator | Price, Johanna R Roberts, Joanne E Jackson, Sandra C |
| description | Sandra C. Jackson
North Carolina Central University, Durham
Contact author: Johanna R. Price, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, 105 Smith Level Rd. CB#8180, Chapel Hill, NC 27599-8180. E-mail: price{at}mail.fpg.unc
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.
KEY WORDS: language development, narratives, preschoolers, African American English
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| doi_str_mv | 10.1044/0161-1461(2006/020) |
| format | Article |
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North Carolina Central University, Durham
Contact author: Johanna R. Price, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, 105 Smith Level Rd. CB#8180, Chapel Hill, NC 27599-8180. E-mail: price{at}mail.fpg.unc
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.
KEY WORDS: language development, narratives, preschoolers, African American English
CiteULike Connotea Del.icio.us Digg Facebook Reddit Technorati Twitter What's this?</description><identifier>ISSN: 0161-1461</identifier><identifier>EISSN: 1558-9129</identifier><identifier>DOI: 10.1044/0161-1461(2006/020)</identifier><identifier>PMID: 16837441</identifier><identifier>CODEN: LGSHA4</identifier><language>eng</language><publisher>United States: ASHA</publisher><subject>African American Children ; African Americans ; American culture ; Behavior ; Black students ; Child Language ; Child, Preschool ; Children & youth ; Community ; Data analysis ; Data collection ; Family Environment ; Female ; Grade 1 ; Humans ; Kindergarten ; Language Acquisition ; Language Tests ; Learning ; Linguistics ; Longitudinal Studies ; Male ; Narration ; Narratives ; Poverty ; Preschool Children ; Skill Development ; Social Class ; Stimulation ; Story Grammar ; Student Characteristics ; Task Performance and Analysis ; Verbal Behavior</subject><ispartof>Language, speech & hearing services in schools, 2006-07, Vol.37 (3), p.178-190</ispartof><rights>COPYRIGHT 2006 American Speech-Language-Hearing Association</rights><rights>Copyright American Speech-Language-Hearing Association Jul 2006</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c456t-470e370047097bb4b05f904f9f533103751e82ad145060b04f0a0c6ae7bfd93a3</citedby><cites>FETCH-LOGICAL-c456t-470e370047097bb4b05f904f9f533103751e82ad145060b04f0a0c6ae7bfd93a3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ743160$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/16837441$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Price, Johanna R</creatorcontrib><creatorcontrib>Roberts, Joanne E</creatorcontrib><creatorcontrib>Jackson, Sandra C</creatorcontrib><title>Structural Development of the Fictional Narratives of African American Preschoolers</title><title>Language, speech & hearing services in schools</title><addtitle>Lang Speech Hear Serv Sch</addtitle><description>Sandra C. Jackson
North Carolina Central University, Durham
Contact author: Johanna R. Price, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, 105 Smith Level Rd. CB#8180, Chapel Hill, NC 27599-8180. E-mail: price{at}mail.fpg.unc
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.
KEY WORDS: language development, narratives, preschoolers, African American English
CiteULike Connotea Del.icio.us Digg Facebook Reddit Technorati Twitter What's this?</description><subject>African American Children</subject><subject>African Americans</subject><subject>American culture</subject><subject>Behavior</subject><subject>Black students</subject><subject>Child Language</subject><subject>Child, Preschool</subject><subject>Children & youth</subject><subject>Community</subject><subject>Data analysis</subject><subject>Data collection</subject><subject>Family Environment</subject><subject>Female</subject><subject>Grade 1</subject><subject>Humans</subject><subject>Kindergarten</subject><subject>Language Acquisition</subject><subject>Language Tests</subject><subject>Learning</subject><subject>Linguistics</subject><subject>Longitudinal Studies</subject><subject>Male</subject><subject>Narration</subject><subject>Narratives</subject><subject>Poverty</subject><subject>Preschool Children</subject><subject>Skill Development</subject><subject>Social 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Johanna R</creator><creator>Roberts, Joanne E</creator><creator>Jackson, Sandra C</creator><general>ASHA</general><general>American Speech-Language-Hearing Association (ASHA)</general><general>American Speech-Language-Hearing 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Development of the Fictional Narratives of African American Preschoolers</title><author>Price, Johanna R ; Roberts, Joanne E ; Jackson, Sandra C</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c456t-470e370047097bb4b05f904f9f533103751e82ad145060b04f0a0c6ae7bfd93a3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2006</creationdate><topic>African American Children</topic><topic>African Americans</topic><topic>American culture</topic><topic>Behavior</topic><topic>Black students</topic><topic>Child Language</topic><topic>Child, Preschool</topic><topic>Children & youth</topic><topic>Community</topic><topic>Data analysis</topic><topic>Data collection</topic><topic>Family Environment</topic><topic>Female</topic><topic>Grade 1</topic><topic>Humans</topic><topic>Kindergarten</topic><topic>Language Acquisition</topic><topic>Language 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Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Price, Johanna R</au><au>Roberts, Joanne E</au><au>Jackson, Sandra C</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ743160</ericid><atitle>Structural Development of the Fictional Narratives of African American Preschoolers</atitle><jtitle>Language, speech & hearing services in schools</jtitle><addtitle>Lang Speech Hear Serv Sch</addtitle><date>2006-07-01</date><risdate>2006</risdate><volume>37</volume><issue>3</issue><spage>178</spage><epage>190</epage><pages>178-190</pages><issn>0161-1461</issn><eissn>1558-9129</eissn><coden>LGSHA4</coden><abstract>Sandra C. Jackson
North Carolina Central University, Durham
Contact author: Johanna R. Price, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, 105 Smith Level Rd. CB#8180, Chapel Hill, NC 27599-8180. E-mail: price{at}mail.fpg.unc
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.
KEY WORDS: language development, narratives, preschoolers, African American English
CiteULike Connotea Del.icio.us Digg Facebook Reddit Technorati Twitter What's this?</abstract><cop>United States</cop><pub>ASHA</pub><pmid>16837441</pmid><doi>10.1044/0161-1461(2006/020)</doi><tpages>13</tpages></addata></record> |
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| subjects | African American Children African Americans American culture Behavior Black students Child Language Child, Preschool Children & youth Community Data analysis Data collection Family Environment Female Grade 1 Humans Kindergarten Language Acquisition Language Tests Learning Linguistics Longitudinal Studies Male Narration Narratives Poverty Preschool Children Skill Development Social Class Stimulation Story Grammar Student Characteristics Task Performance and Analysis Verbal Behavior |
| title | Structural Development of the Fictional Narratives of African American Preschoolers |
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