The Concurrent and Longitudinal Relationship between Narrative Skills and Other Language Skills in Children

Autor/inn/en	Karlsen, Jannicke; Hjetland, Hanne Naess; Hagtvet, Bente Eriksen; Braeken, Johan; Melby-Lervåg, Monica
Titel	The Concurrent and Longitudinal Relationship between Narrative Skills and Other Language Skills in Children
Quelle	In: First Language, 41 (2021) 5, S.555-572 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Melby-Lervåg, Monica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7237
DOI	10.1177/0142723721995688
Schlagwörter	Correlation; Language Skills; Narration; Listening Comprehension; Language Tests; Vocabulary Skills; Grammar; Verbal Ability; Memory; Preschool Children; Measures (Individuals); Norwegian; Foreign Countries; Intelligence Tests; Achievement Tests; Screening Tests; Predictor Variables; Language Acquisition; Age Differences; Norway; Wechsler Intelligence Scale for Children; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Korrelation; Language skill; Sprachkompetenz; Hörverständnis; Language test; Sprachtest; Aktiver Wortschatz; Grammatik; Mündliche Leistung; Gedächtnis; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Messdaten; Norwegisch; Ausland; Intelligence test; Intelligenztest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Screening-Verfahren; Prädiktor; Sprachaneignung; Spracherwerb; Age; Difference; Age difference; Altersunterschied; Norwegen; WIAT; Eignungsprüfung; Eignungstest
Abstract	We examined the concurrent relationship between narrative skills (the Renfrew Bus Story Test) and core language measures (vocabulary, grammar and verbal memory) at age 4 and the longitudinal relationship between core language and listening comprehension skills at age 7 in a sample of 215 children using latent variables and structural equation modelling. Our main purpose was to investigate to what extent narrative retell constitutes a unique influence on later language and listening comprehension skills. The results support a two-factor model of narrative retelling and core language representing different but related constructs at age 4. Narrative retell explained unique variance in later language skills but did not explain additional variance beyond the 58% explained by the age 4 language construct. Similarly, narrative retell predicted unique variance in later listening comprehension, but not beyond what was explained by core language skills at age 4. The strength of the relationship between narrative retelling at age 4 and the age 7 measures was not related to the level of narrative skills. The results indicate that age 4 traditional core language measures capture more of the skills that are important for later language and listening comprehension than narrative skills at the same age. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01