Performance Differences between Verbally Talented Preschoolers and Their Regular Counterparts in Storytelling

Autor/inn/en	Jen, Enyi; Tseng, Christine Chifen; Kuo, Ching-Chih
Titel	Performance Differences between Verbally Talented Preschoolers and Their Regular Counterparts in Storytelling
Quelle	In: Gifted Education International, 31 (2015) 3, S.214-231 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4294
DOI	10.1177/0261429414526333
Schlagwörter	Preschool Children; Comparative Analysis; Story Telling; Verbal Ability; Talent; Picture Books; Audio Equipment; Coding; Language Skills; Age Differences; Grammar; Vocabulary; Foreign Countries; Child Language; Talent Identification; Check Lists; Observation; Likert Scales; Intelligence Tests; Taiwan; Test of Nonverbal Intelligence; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mündliche Leistung; Begabung; Hochbegabung; Picture book; Bilderbuch; Audio-CD; Codierung; Programmierung; Language skill; Sprachkompetenz; Age; Difference; Age difference; Altersunterschied; Grammatik; Wortschatz; Ausland; 'Children''s language'; Kindersprache; Begabtenanalyse; Talentsuche; Checkliste; Beobachtung; Likert-Skala; Intelligence test; Intelligenztest
Abstract	The primary purpose of this study was to compare language and narrative skills of both talented and regular young children in Taiwan. The participants were asked to tell a story based on images in children's picture books. Twelve children, who participated in a screening session designed to identify young talented children for the Enrichment Program for Cultivating Problem Solving Abilities and Multiple Intelligences for Talented Preschoolers (PSMIGP program), were divided into a verbally talented group (VT) and a regular group (RE). The stories told by the participants were tape-recorded, transcribed, and coded using the Child Language Data Exchange System (CHILDES). The results indicated that the verbally talented children demonstrated their linguistic talents at as young as four years of age. In telling a story, they used more clauses and more words that were different to complete the task. In addition, they used more modifiers (i.e. adjectives and adverbs) and employed more conjunctions that were more complex. However, there were no differences between the two groups in mean length of utterance (MLU) and type-token ratios (TTRs). This paper presents a discussion on the implications of this study and offers suggestions for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01