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ERIC Number: EJ1118495
Record Type: Journal
Publication Date: 2016-Oct
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0161-1461
The Role of Socioeconomic Status in the Narrative Story Retells of School-Aged English Language Learners
Alt, Mary; Arizmendi, Genesis D.; DiLallo, Jennifer N.
Language, Speech, and Hearing Services in Schools, v47 n4 p313-323 Oct 2016
Purpose: We examined the relationship between maternal level of education as an index of socioeconomic status (SES) on the narrative story retells of school-aged children who are English language learners (ELLs) to guide interpretation of results. Method: Using data available from the Systematic Analysis of Language Transcripts database (Miller & Iglesias, 2012), we were able to compare the language samples of 907 ELL students in kindergarten and 2nd grade whose parents had different levels of education. We used a simple linear regression to see if maternal level of education was predictive of measures of vocabulary, syntax, and narrative structure in Spanish and English narrative story retells. Results: There were no differences in language measures between children from different SES backgrounds for the Spanish language samples. There were differences with the English language samples in four of the five measures for the kindergarten sample and only three of five measures for the older children, with a smaller percentage of the variance explained. Conclusion: Despite common knowledge that SES has a negative influence on language, the actual influence on the narrative productions of school-aged ELLs was less than anticipated for English and absent for Spanish. The implications for assessment are discussed and concluded.
American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Grade 2; Elementary Education
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH); Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: HD39521; R305U010001