A Scalable Tool for Assessing Children's Language Abilities within a Narrative Context: The NAP (Narrative Assessment Protocol)

Autor/inn/en	Justice, Laura M.; Bowles, Ryan; Pence, Khara; Gosse, Carolyn
Titel	A Scalable Tool for Assessing Children's Language Abilities within a Narrative Context: The NAP (Narrative Assessment Protocol)
Quelle	In: Early Childhood Research Quarterly, 25 (2010) 2, S.218-234 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2009.11.002
Schlagwörter	Sentence Structure; Phrase Structure; Nouns; Performance Based Assessment; Construct Validity; Predictive Validity; Program Effectiveness; Psychometrics; Language Skills; Scores; Personal Narratives; Measures (Individuals); Intervention; Verbs; Preschool Children + Suchen Sie Ihr Suchwort? Satzbau; Satzstruktur; Phrasenstruktur; Leistungsermittlung; Psychometry; Psychometrie; Language skill; Sprachkompetenz; Erlebniserzählung; Messdaten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Analysis of children's spoken narratives represents a potentially informative approach to language assessment within early childhood settings. Yet, narrative assessment is not readily amenable to at-scale use given the time needed to collect, transcribe, and analyze a child's narrative sample and the lack of consensus regarding what aspects of narrative expression ought to be examined (e.g., language form, language content). The purpose of this study was to describe a direct assessment of children's language abilities within a narrative context, the Narrative Assessment Protocol (NAP), which examines five aspects of language: sentence structure, phrase structure, modifiers, nouns, and verbs. In this study, we present findings regarding internal consistency, test-retest reliability, construct validity, and the concurrent and predictive validity of the NAP. NAP scores from 262 3-5-year-old children participating in preschool programs were assessed for these purposes. Findings indicated that the NAP exhibits reasonable psychometric properties across the areas addressed, to include significant concurrent and predictive relations with a norm-referenced measure of general language ability. Although more research is needed, preliminary findings indicate that the NAP provides professionals with a valid and informative assessment approach for examining children's language skills within a narrative context; such information may be useful for establishing and monitoring children's language growth within preschool programs or language interventions. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10