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ERIC Number: ED452515
Record Type: RIE
Publication Date: 2001-May-15
Pages: 37
Abstractor: N/A
Children's Comprehension of Narrative Picture Books. CIERA Report.
Paris, Alison H.; Paris, Scott G.
This paper explains the creation and validation of the Narrative Comprehension of Picture Books task (NC task), an assessment of young children's comprehension of wordless picture books. Study 1 explored developmental improvements in the task, as well as relationships to other measures of early reading. Subjects, 158 K-2 students, were administered the NC task. Those children who could read were also given a measure of oral reading and comprehension, while nonreaders received an assessment that measured early literacy skills. There was significant improvement with increasing age on NC task measures. Significant relationships were also found between the NC task and several early literacy skills for nonreaders. Study 2 tested the generalizability of the NC task. A subsample of 91 students received 2 additional picture books. Inter-task correlations showed that children were consistent on each of the NC task-dependent variables across the three books. The same developmental trends by grade and reading ability were evident on all three versions of the task. The NC task appears to be a valid quantitative measure of young children's comprehension that is sensitive to developmental changes and adaptable to other books. The authors discuss how narrative comprehension is fundamental to beginning reading and how the NC task may be used for classroom instruction and assessment. (Contains 20 references and 8 tables of data. Appendixes contain an NC task "picture walk"; comprehension questions; scoring rubrics; a description of the Qualitative Reading Inventory--II and the Michigan Literacy Progress Profile.) (RS)
CIERA/University of Michigan, 610 E. University Ave., Room 1600 SEB, Ann Arbor, MI 48109-1259. Web site:
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Improvement of Early Reading Achievement, Ann Arbor, MI.
Grant or Contract Numbers: N/A