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Equivalence of picture sets for eliciting stories from preschool children

  • Author(s) / Creator(s)
  • Narratives are widely used in language assessment and intervention. They are clinically useful, as they require the skills of combining words and sentences into meaningful stories. Narratives of children with impairments predict later academic achievement, language development, and reading comprehension. Previous research using narratives looked at development and use of the Edmonton Narrative Norms Instrument (ENNI). The ENNI uses pictures to elicit story generation from children. There are two different story sets that can be used to generate narrative and language samples. The ENNI’s Story Grammar norms were based on its existing picture set, A3. A new story, RD, was developed with the goal of having a parallel structure with similar results to A3. The purpose of this study is to investigate whether RD yields similar results to A3. Thirty-six children were given both the RD and A3 form twice, with an average two-week delay between administrations. The stories were scored for Mean Length of Utterance (MLU), Number of Utterances (NUtt), Number of Different Words (NDW), First Mentions (FM) and Story Grammar (SG) information. The scores from each form were compared. A3 and RD differ in the amount of language they produce and FM of characters. RD produced longer utterances and MLU, higher NDW, and a greater amount of correct FM than A3. However, the forms produced similar results for SG. Although A3 and RD should not be considered as clinically equivalent tools, RD may be used as an alternate tool to analyze and compare SG values to story A3.

  • Date created
    2016-05-30
  • Subjects / Keywords
  • Type of Item
    Report
  • DOI
    https://doi.org/10.7939/R39Z90S6X
  • License
    Attribution-NonCommercial 4.0 International