Relationship between Performance on Oral Narrative Retells and Vocabulary Assessments for Spanish-English Speaking Children

Autor/inn/en	Wood, Carla; Wofford, Mary Claire; Schatschneider, Christopher
Titel	Relationship between Performance on Oral Narrative Retells and Vocabulary Assessments for Spanish-English Speaking Children
Quelle	In: Communication Disorders Quarterly, 39 (2018) 3, S.402-414 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740117722507
Schlagwörter	Correlation; Oral Language; Prediction; Vocabulary Development; Language Tests; Spanish; Standardized Tests; Bilingualism; English (Second Language); Kindergarten; Grade 1; Regression (Statistics); Elementary School Students; Intelligence Tests; Verbal Ability; Naming; Nonverbal Ability; Receptive Language; Scoring; Narration; Florida; Kansas (Kansas City); Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Korrelation; Oral interpretation; Mündlicher Sprachgebrauch; Vorhersage; Wortschatzarbeit; Language test; Sprachtest; Spanisch; Standadised tests; Standardisierter Test; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; School year 01; 1. Schuljahr; Schuljahr 01; Regression; Regressionsanalyse; Intelligence test; Intelligenztest; Mündliche Leistung; Rezeptive Kommunikationsfähigkeit; Bewertung
Abstract	This project aimed to describe oral narrative retells of Spanish-English speaking dual language learners (DLLs) and examine relationships with standardized vocabulary assessments. Investigators described oral narrative retells of 145 DLLs in kindergarten and first grade by number of different words (NDW), words per minute (WPM), and macrostructural components. Hierarchical regression analyses were used to examine relationships between narrative retells and standardized vocabulary performance. Children in first grade showed significantly better narrative retells than kindergarten DLLs, characterized by greater NDW and WPM, and more macrostructural components. Regression results indicated NDW accounted for the majority of the unique variance in DLLs' performance on standardized vocabulary assessments. Findings substantiate that narrative retells are educationally relevant tools in predicting performance on a standardized English vocabulary assessment. The study contributes to knowledge of narrative performance of typically developing DLLs and supports the utility of retells in assessment of DLLs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01