The Contribution of Vocabulary, Grammar, and Phonological Awareness across a Continuum of Narrative Ability Levels in Young Children

Autor/inn/en	Khan, Kiren S.; Logan, Jessica; Justice, Laura M.; Bowles, Ryan P.; Piasta, Shayne B.
Titel	The Contribution of Vocabulary, Grammar, and Phonological Awareness across a Continuum of Narrative Ability Levels in Young Children
Quelle	In: Journal of Speech, Language, and Hearing Research, 64 (2021) 9, S.3489-3503 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Khan, Kiren S.) ORCID (Justice, Laura M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Phonological Awareness; Narration; Language Skills; Age Differences; Individual Differences; Vocabulary Development; Grammar; Measures (Individuals); Scores; Correlation; Preschool Children; Language Tests; Michigan; Ohio; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; Age; Difference; Age difference; Altersunterschied; Individueller Unterschied; Wortschatzarbeit; Grammatik; Messdaten; Korrelation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Language test; Sprachtest
Abstract	Purpose: Narrative skill represents a higher-level linguistic skill that shows incremental development in the preschool years. During these years, there are considerable individual differences in this skill, with some children being highly skilled narrators (i.e., precocious) relative to peers of their age. In this study, we explored the contribution of three lower-level language skills to a range of narrative abilities, from children performing below expected levels for their age to those performing much higher than the expected levels for their age. We speculated that individual differences in lower-level skills would contribute meaningfully to variability in narrative skills. Method: Using a sample of 336 children between 3 and 6 years of age (M = 4.27 years, SD = 0.65), both multiple regression and quantile regression approaches were used to explore how vocabulary, grammar, and phonological awareness account for variance in children's "narrative ability index" (NAI), an index of how children scored on the Narrative Assessment Protocol--Second Edition relative to the expected performance for their age. Results: Multiple regression results indicated that lower-level language skills explained a significant amount of variance (approximately 13%) in children's NAI scores. Quantile regression results indicated that phonological awareness and vocabulary accounted for significant variance in children's NAI scores at lower quantiles. At the median quantile, vocabulary and grammar accounted for significant variance in children's NAI scores. For precocious narrators, only vocabulary accounted for a significant amount of variance in children's NAI scores. Conclusion: Results indicate that lower-level language skills work in conjunction to support narrative skills at different ability levels, improving understanding of how lower-level language skills contribute across a spectrum of higher-level linguistic abilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01