School-Year Grammatical Development in Narrative Retells: Spanish-English Dual Language Learners

Autor/inn/en	Wofford, Mary Claire; Wood, Carla L.
Titel	School-Year Grammatical Development in Narrative Retells: Spanish-English Dual Language Learners
Quelle	In: Communication Disorders Quarterly, 40 (2019) 4, S.228-238 (11 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Wofford, Mary Claire) ORCID (Wood, Carla L.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740118791138
Schlagwörter	Oral Language; Grammar; Verbs; Bilingualism; English (Second Language); Second Language Learning; Spanish; Kindergarten; Grade 1; Elementary School Students; Accuracy; Error Patterns; Phrase Structure; Form Classes (Languages); Error Analysis (Language); Nouns; Narration; Language Usage; Task Analysis; Measures (Individuals); Second Language Instruction; Instructional Program Divisions + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Grammatik; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Spanisch; School year 01; 1. Schuljahr; Schuljahr 01; Fehlertyp; Phrasenstruktur; Analytischer Sprachbau; Error analysis; Language; Fehleranalyse; Sprachgebrauch; Aufgabenanalyse; Messdaten; Fremdsprachenunterricht
Abstract	Oral narrative retells are rich sources of information for language development. Investigators collected English-language oral narrative retells during the fall and spring from 65 Spanish-English-speaking dual language learners (DLL) in kindergarten and first grade. Investigators examined transcripts of oral narratives for (a) inclusion and accuracy of microstructural elements using the Narrative Assessment Protocol (NAP; Pence, Justice, & Gosse, 2007), (b) percentage of grammatical utterances, and (c) types of verb errors. Prepositional phrases, elaborated noun phrases, irregular past tense verbs, and copula verbs were the most prevalent grammatical forms. Omission errors were the most prevalent verb error type. DLLs' narrative retells revealed significantly increased number of total NAP codes and diversity of NAP codes. Grammaticality of utterances increased from approximately 77% to 87% from fall to spring. All verb errors types decreased over the academic year. Direct feature coding approaches are useful for tracking developmental progress in DLLs' retells. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06