Structural Development of the Fictional Narratives of African American Preschoolers

Johanna R. Price · Joanne E. Roberts · Sandra C. Jackson

80 citations0/0 files storedLanguage Speech and Hearing Services in Schools

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Language Development and Disorders Early Childhood Education and Development Child and Animal Learning Development

Abstract

PURPOSE: This study examined the structural development of African American preschoolers' narratives. It also investigated the effect of background variables (e.g., gender, maternal education, stimulation and responsiveness of the home environment, and whether or not the child lived in poverty) on the children's narratives. METHOD: Sixty-five children completed a story-retelling task at age 4 and again at kindergarten entry. Narratives were then coded for story grammar elements. RESULTS: Four-year-olds narrated some attempts to solve the problem and some elements of the story ending. At kindergarten entry, children had higher total narrative scores and included more of every type of story grammar element except relationship. Overall, narratives were not related to background variables. CLINICAL IMPLICATIONS: The Bus Story Language Test (C. Renfrew, 1991) appears to be an assessment tool that is sensitive to structural growth in African American children's narratives from 4 years to kindergarten entry.

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1983Ways with Words 1984Ways with Words: Language, Life and Work in Communities and Classrooms 1998Meaningful Differences in the Everyday Experience of Young American Children 1996Meaningful differences in the everyday experience of young American children 1991Early vocabulary growth: Relation to language input and gender.1982What no bedtime story means: Narrative skills at home and school 2001The Home Environments of Children in the United States Part I: Variations by Age, Ethnicity, and Poverty Status 1985The Meaning Makers: Children Learning Language and Using Language to Learn

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