A scalable tool for assessing children's language abilities within a narrative context: The NAP (Narrative Assessment Protocol)

Early Childhood Research Quarterly

Volumn 25, Issue 2, 2010, Pages 218-234

  Justice, Laura M ^a   Bowles, Ryan ^b   Pence, Khara ^c   Gosse, Carolyn ^a  

^a OHIO STATE UNIVERSITY   (United States)

^b MICHIGAN STATE UNIVERSITY   (United States)

^c University of Virginia ^*

Author keywords

Language development; Language evaluation; Measurement; Narrative assessment

Indexed keywords

EID: 77249173857     PISSN: 08852006     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.ecresq.2009.11.002     Document Type: Article

References (65)

1. Beck I.L., McKeown M.G., and Kucan L. Bringing words to life (2002), Guilford Press, New York
2. Berman R.A. Narrative competence and storytelling performance: How children tell stories in different contexts. Journal of Narrative and Life History 5 (1995) 285-313
3. Bishop D.V.M., and Edmundson A. Language-impaired 4-year-olds: Distinguishing transient from persistent impairment. Journal of Speech and Hearing Disorders 52 2 (1987) 156-173
4. Botting N. Narrative as a tool for the assessment of linguistic and pragmatic impairments. Child Language Teaching & Therapy 18 (2002) 1-22
5. Botting N., Faragher B., Smikin Z., Knox E., and Conti-Ramsden G. Predicting pathways of specific language impairment: What differentiates good and poor outcome?. Journal of Child Psychology and Psychiatry 42 8 (2001) 1013-1020
6. Boudreau D.M., and Hedberg N.L. A comparison of early literacy skills in children with specific language impairment and their typically developing peers. American Journal of Speech-Language Pathology 8 3 (1999) 249-260
7. Brice-Heath S. Ways with words (1983), McGraw-Hill, New York
8. Browne M.W., and Cudeck R. Alternative ways of assessing model fit. In: Bollen K.A., and Long J.S. (Eds). Testing structural equation models (1993), Sage, Newbury Park, CA 136-159
9. Bryan T., Ergul C., and Burstein K. Curriculum-based measurement. In: Justice L.M., and Vukelich C. (Eds). Achieving excellence in preschool literacy instruction (2008), Guilford Press, NY 317-338
10. Cabell, S., Justice, L. M., Piasta, S., Curenton, S., Wiggins, A. K., & Pence Turnbull, K. (submitted for publication). The impact of a classroom-based language intervention on preschoolers' oral language and emergent literacy skills.
11. Catts H.W., Fey M.E., Zhang X., and Tomblin J.B. Estimating the risk of future reading difficulties in kindergarten children: A research-based model and its clinical implementation. Language, Speech, and Hearing Services in Schools 32 1 (2001) 38-50
12. Cowley J., and Glasgow C. The Renfrew Bus Story: Language screening by narrative recall (1994), American Guidance, Circle Pines, MN
13. Culatta B., Page J.L., and Ellis J. Story retelling as a communicative performance screening tool. Language, Speech, and Hearing Services in Schools 14 2 (1983) 66-74
14. Cunningham A.E., Perry K.E., Stanovich K.E., and Stanovich P. Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy. Annals of Dyslexia 51 (2004) 139-168
15. Curenton S.M., and Justice L.M. African American and Caucasian preschoolers use of decontextualized language: Literate language features in oral narratives. Language, Speech, and Hearing Services in Schools 35 (2004) 240-253
16. Damico J., Oller J.W., and Storey M.E. The diagnosis of language disorders in bilingual children: Surface-oriented and pragmatic criteria. Journal of Speech and Hearing Disorders 48 (1983) 385-394
17. Engel S. The stories children tell (1995), W.H. Freeman and Company, New York
18. Eriksson M. Narratives validate communicative development inventories. Applied Psycholinguistics 22 (2001) 45-60
19. Gardner H., Froud K., McClelland A., and van der Lely H.K.J. Development of the grammar and phonology screening (GAPS) test to assess key markers of specific language and literacy difficulties in young children. International Journal of Language & Communication Disorders 41 5 (2006) 513-540
20. Gavin W.J., and Giles L. Sample size effects on temporal reliability of language sample measures of preschool children. Journal of Speech & Hearing Research 39 6 (1996) 1258-1262
21. Gillam R.B., and Pearson N.A. Test of narrative language (2004), Pro-Ed, Austin, TX
22. Glasgow, C., Cowley, J. (1994). The Renfrew Bus Story-American Edition. Unpublished manuscript. Centreville, DE: Centreville School.
23. Greenhalgh K.S., and Strong C.J. Literate language features in spoken narratives of children with typical language and children with language impairments. Language, Speech, and Hearing Services in Schools 32 2 (2001) 114-125
24. Huai N., Braden J., White J., and Elliot S.N. Effect of an internet-based professional development program on teachers' assessment literacy for all students. Teacher Education and Special Education 29 (2006) 244-260
25. Hughes D.L., McGillivray L.R., and Schmidek M. Guide to narrative language: Procedures for assessment (1997), Thinking Publications, Eau Claire, WI
26. Hunt K.W. A synopsis of clause-to-sentence length factors. The English Journal 54 4 (1965) 305-309
27. Hux K., Morris-Friehe M., and Sanger D.D. Language sampling practices: A survey of nine states. Language, Speech, and Hearing Services in Schools 24 2 (1993) 84-91
28. Justice L.M. Evidence-based practice, response to intervention, and the prevention of reading difficulties. Language, Speech, and Hearing Services in Schools 37 4 (2006) 284-297
29. Justice L., and Ezell H.K. The syntax handbook (2002), Thinking Publication, Eau Claire, WI
30. Justice L.M., Bowles R.P., Kaderavek J.N., Ukrainetz T.A., Eisenberg S.L., and Gillam R.B. The index of narrative microstructure: A clinical tool for analyzing school-age children's narrative performances. American Journal of Speech-Language Pathology 15 2 (2006) 177-191
31. Justice L.M., Mashburn A., Pence K., and Wiggins A. Experimental evaluation of a comprehensive language-rich curriculum in at-risk preschools. Journal of Speech, Language, and Hearing Research 51 (2008) 1-19
32. Kourtessis T., Tsigilis N., Maheridou M., Ellinoudis T., and Kiparissis M. The influence of a short intervention program on early childhood and physical education teachers' ability to identify children with developmental coordination disorders. Journal of Early Childhood Teacher Education 29 (2008) 276-286
33. La Paro K.M., Pianta R.C., and Stuhlman M. The classroom assessment scoring system: Findings from the pre-kindergarten year. The Elementary School Journal 104 5 (2004) 409-426
34. Laing S., and Kamhi A. Alternative assessment of language and literacy in culturally and linguistically diverse populations. Language, Speech, and Hearing Services in Schools 34 (2003) 44-55
35. Liles B.Z. Episode organization and cohesive conjunctives in narratives of children with and without language disorder. Journal of Speech & Hearing Research 30 2 (1987) 185-196
36. Mayer M. Frog, where are you? (1969), Dial Books, New York
37. McCabe A., and Peterson C. What makes a good story?. Journal of Psycholinguistic Research 13 (1984) 457-480
38. McCabe A., and Rollins P. Assessment of preschool narrative skills. American Journal of Speech-Language Pathology 3 (1994) 45-56
39. McDonald S., Keesler V.A., Kauffman N.J., and Schneider B. Scaling-up effective interventions. Educational Researcher 35 (2006) 15-24
40. Meredith W., and Horn J.L. The role of factorial invariance in measuring growth and change. In: Collins L.M., and Sayer A. (Eds). New methods for the analysis of change (2001), APA, Washington, DC 201-240
41. Miles S., and Chapman R.S. Narrative content as described by individuals with down syndrome and typically developing children. Journal of Speech, Language, and Hearing Research 45 1 (2002) 175-189
42. Miller J.F., and Iglesias A. Systematic analysis of language transcripts (SALT) (2006), University of Wisconsin, Madison, WI
43. Muñoz M.L., Gillam R.B., Peña E.B., and Gulley-Faehnle A. Measures of language development in fictional narratives of Latino children. Language, Speech, and Hearing Services in Schools 34 (2003) 332-342
44. Muthén B.O., and Muthén L.K. Mplus (Version 4.2) (2006), Muthén & Muthén, Los Angeles, CA
45. Norbury C.F., and Bishop D.V.M. Narrative skills of children with communication impairments. International Journal of Language & Communication Disorders 38 3 (2003) 287-313
46. Ohio Department of Education. Early learning primary content standards for English language arts (2008), Ohio Department of Education, Columbus, OH
47. Pankratz M.E., Plante E., Vance R., and Insalaco D.M. The diagnostic and predictive validity of the Renfrew Bus Story. Language, Speech, and Hearing Services in Schools 38 4 (2007) 390-399
48. Pearce W.P., McCormack P.F., and James D.G.H. Exploring the boundaries of SLI: Findings from morphosyntactic and story grammar analysis. Clinical Linguistics and Phonetics 17 4-5 (2003) 325-334
49. Peña E.D., Gillam R.B., Malek M., Ruiz-Felter R., Resendiz M., Fiestas C., et al. Dynamic assessment of school-age children's narrative ability: An experimental investigation of classification accuracy. Journal of Speech, Language, and Hearing Research 49 5 (2006) 1037-1057
50. Pianta R.C., Mashburn A., Downer J., Hamre B., and Justice L.M. Effects of web-mediated professional development resources on teacher-child interactions in pre-kindergarten classrooms. Early Childhood Research Quarterly 23 (2008) 431-451
51. Renfrew, C. (1969). The bus story: A test of continuous speech. Oxford, UK.
52. Restrepo M.A. Identifiers of predominantly Spanish-speaking children with language impairment. Journal of Speech, Language, and Hearing Research 41 (1998) 1398-1411
53. Schraeder T., Quinn M., Stockman I.J., and Miller J. Authentic assessment as an approach to preschool speech-language screening. American Journal of Speech-Language Pathology 6 (1999) 195-200
54. State of Connecticut State Board of Education. The Connecticut Framework: Preschool Curriculum Framework (2006), State of Connecticut State Board of Education, Hartford, CT
55. Storch S.A., and Whitehurst G.J. Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology 38 (2002) 934-947
56. Stothard S.E., Snowling M.J., Bishop D.V.M., Chipchase B.B., and Kaplan C.A. Language-impaired preschoolers: A follow-up into adolescence. Journal of Speech, Language, and Hearing Research 41 (1998) 407-418
57. Sturner R.A., Layton T.L., Evans A.W., Heller J.H., Funk S.G., and Machon M.W. Preschool speech and language screening: A review of currently available tests. American Journal of Speech-Language Pathology 3 (1994) 25-36
58. Tomblin J.B., Records N.L., and Zhang X. A system for the diagnosis of specific language impairment in kindergarten children. Journal of Speech and Hearing Research 39 6 (1996) 1284-1294
59. Trabasso T., and van den Broek P. Causal thinking and the representation of narrative events. Journal of Memory and Language 24 (1985) 612-630
60. Ukrainetz T., and Blomquist C. The criterion validity of four vocabulary tests compared with a language sample. Child Language Teaching and Therapy 18 (2002) 59-78
61. Ukrainetz T., Justice L.M., Kaderavek J., Eisenberg S., and Gillam R. Artful storytelling: The development of expressive elaboration in fictional narratives. Journal of Speech, Language, and Hearing Research 48 (2005) 1363-1377
62. Wackwitz J.H., and Horn J.L. On obtaining the best estimates of factor scores within an ideal simple structure. Multivariate Behavioral Research 6 (1971) 389-408
63. Washington J.A., and Craig H.K. A language screening protocol for use with young African American children in urban settings. American Journal of Speech-Language Pathology 13 (2004) 329-340
64. Wiig E.H., Secord W.A., and Semel E. Clinical evaluation of language fundamentals-Preschool. second ed. (CELF preschool-2) (2004), The Psychological Corporation/A Harcourt Assessment Company, Toronto, Canada
65. Young E.C., Diehl J.J., Morris D., Hyman S.L., and Bennetto L. The use of two language tests to identify pragmatic language problems in children with autism spectrum disorders. Language, Speech, and Hearing Services in Schools 36 1 (2005) 62-72