This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by John, S. F. Articles by Tannock, R. Search for Related Content Social Bookmarking                         What's this?

Children's Story Retelling and Comprehension Using a New Narrative Resource

Mariko Lui

Ontario Institute for Studies in Education of the University of Toronto & The Hospital for Sick Children

Rosemary Tannock

The Hospital for Sick Children

This study used the Strong Narrative Assessment Procedure (SNAP) to examine story retelling in children. The skills assessed include story grammar, comprehension, story length, and retelling errors. The 6i participants (grade 2-6) we.re randomly assigned to one of three stories that were then seen and heard. Each child. responded. to lo comprehension questions after retelling the story. Analysis of the transcripts revealed an age effect in retelling Internal Responses, and an age-related trend in reporting Attempts. As well, girls outperformed boys when answering inferential comprehension questions. Importantly, the results show that the SNAP stimulus stories are not equivalent, thus limiting their usefulness for test-retest purposes. These results support expected age differences in story structure as well as the relatively stronger verbal working memory in girls. Issues that relate to the use of the SNAP for assessing children's narrative skills are discussed.

Canadian Journal of School Psychology, Vol. 18, No. 1-2, 91-113 (2003)
DOI: 10.1177/082957350301800105


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?