Comparative Analysis of Three Narrative Production Tasks: Story Retell, Story Generation, Story-Starter
The language used in the description reflects the language of the session.
Trelani F Milburn-Chapman, PhD, University of Alberta; Carole KR Hiew, BSc, University of Alberta.
Language sample analysis using wordless books for narrative production is common in language assessment and research. Progress monitoring for children’s microstructure (eg., MLUm, TTR) and other features (eg., inferencing, literate language) requires transcription and coding. This is laborious and time-consuming. We compared the stories 197 typically-developing preschoolers produced using a story-starter (ie., single picture) and widely-used story generation and retell tasks. The analysis compared language features, inferential talk, and literate language. The story-starter yielded significantly longer MLUm, higher TTR, and more elaborated noun phrases but non-significant differences in all other features. Story-starters show promise for children's’ speech-language assessment.