CULTURALLY SENSITIVE ASSESSMENT OF NARRATIVE SKILLS IN CHILDREN

Pamela Rosenthal Rollins; Allyssa McCabe; Lynn Bliss

doi:10.1055/s-2000-13196

Seminars in Speech and Language, Inhaltsverzeichnis

Semin Speech Lang 2000; 21(3): 223-234
DOI: 10.1055/s-2000-13196

CULTURALLY SENSITIVE ASSESSMENT OF NARRATIVE SKILLS IN CHILDREN

Pamela Rosenthal Rollins¹ , Allyssa McCabe² , Lynn Bliss³

¹Program in Communication Disorders, University of Texas at Dallas, Callier Center for Communication Disorders, Dallas, Texas
²Department of Psychology, University of Massachusetts-Lowell, Lowell, Massachusetts
³Department of Communication Disorders, University of Houston, Houston, Texas

Abstract

ABSTRACT

The clinical legacy of William Labov's narrative analysis framework is explored. In recent years, the importance of narration for children's developing literacy and discourse skills has been widely recognized. This article describes a three-step process for assessing children's narrative discourse: elicitation, coding, and scoring. The influences of cultural differences on narration are also presented, with implications and suggestions for culturally sensitive assessment.

KEYWORD

narrative skills - children's literacy - discourse analysis

Volltext

Referenzen

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