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ERIC Number: ED345441
Record Type: RIE
Publication Date: 1991
Pages: 53
Abstractor: N/A
Assessment of Preschool Narrative Skills: Prerequisite for Literacy.
McCabe, Allyssa; Rollins, Pamela Rosenthal
This paper provides information concerning preschool narrative development in typically developing North American children, stressing previously documented links between early narrative skills and literacy development. Methods are provided for assessing narrative skills of language-impaired children. The methods involve eliciting from the children personal narratives about real past events. A protocol for eliciting personal event narratives, called the conversational map, is described. The protocol suggests using a story prompt, collecting at least three narratives from each child, using contentless subprompts in response to the child's narration, and minimizing the child's self-consciousness. Scoring procedures are also provided. Transcripts of narratives from specific language-impaired, learning-disabled, and normal children are presented, along with recommendations for evaluating the narratives. In addition, information about cultural differences in narrative development is provided. This information distinguishes between jumbled and incomplete event sequences told by children who have problems with language in general and narrative in particular, and the kind of alternative storytelling styles of children from other cultures. (46 references) (JDD)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the International Conference of the Learning Disabilities Association (Atlanta, GA, March 4-7, 1992).