ERIC Number: EJ1038954
Record Type: Journal
Publication Date: 2014-Aug
Abstractor: As Provided
Reference Count: 42
The Relations of Proper Character Introduction to Narrative Quality and Listening Comprehension for Young Children from High Poverty Schools
Barnes, Adrienne E.; Kim, Young-Suk; Phillips, Beth M.
Reading and Writing: An Interdisciplinary Journal, v27 n7 p1189-1205 Aug 2014
The present study explored the types and frequency of literate language features in children's narratives, and the relation of literate language and proper character introduction to children's oral language skills in a sample of 184 prekindergarten, kindergarten, and first grade students from high-poverty schools. Using hierarchical regression, the results showed that literate language features were not predictive of listening comprehension or narrative quality outcomes. In contrast, children's skill in properly introducing characters significantly accounted for variance in all outcome measures (narrative comprehension, narrative quality, and listening comprehension) above and beyond the control variables (age, total number of words, and mean length of utterance) and literate language features (adverbs, conjunctions, mental and linguistic verbs, and elaborated noun phrases). These results indicate that the child's retell and language comprehension skills may develop concurrently with proper character introduction.
Descriptors: Oral Language, Language Skills, Preschool Children, Kindergarten, Elementary School Students, Grade 1, Poverty, Regression (Statistics), Predictor Variables, Listening Comprehension, Speech Skills, Age Differences, Grammar, Comprehension, Story Telling
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Elementary Education; Grade 1
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305F100027