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Executive Function and Narrative Language Abilities in Emergent Bilingual Preschoolers: An Exploratory Study.

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Title: Executive Function and Narrative Language Abilities in Emergent Bilingual Preschoolers: An Exploratory Study.
Authors: Clark-Whitney, Elysha1 elysha.clarkwhitney@sydney.edu.au, Melzi, Gigliana2
Source: Language, Speech & Hearing Services in Schools. Apr2023, Vol. 54 Issue 2, p584-599. 16p. 8 Charts.
Subject Terms: *Research, *Self-evaluation, *Language & languages, *Ability, *Language acquisition, *Training, *Psychological tests, *Children, Executive function, Self-control, Task performance, Regression analysis, Multilingualism in children, T-test (Statistics), Pearson correlation (Statistics), Questionnaires, Descriptive statistics, Data analysis software
Geographic Terms: New York (State)
Abstract: Purpose: In light of the importance of preschool oral narrative skills as precursors to literacy, this exploratory study examined expressive language skills among emergent bilingual Latine preschoolers using a naturalistic personal narrative task. To understand the factors that support language use in the personal narrative context for this population, we examined the contribution of children’s executive function (EF) skills to their narrative language abilities. Method: Children completed two subtests from the Preschool Self-Regulation Assessment to measure EF and produced two personal narratives in response to conversational prompts. A series of linear regressions were used to evaluate the relation between children’s EF skills and their narrative production ability, narrative organization, and expressive language skills derived from automated analyses of narrative samples. Results: EF was found to predict children’s ability to produce a personal narrative but not the language skills children demonstrated in these narratives. Conclusions: The current findings suggest that EF is implicated in emergent bilingual Latine children’s narrative abilities. At the preschool age, the contribution of EF to narrative language production is apparent in the global task of producing a narrative, rather than in the organizational or linguistic features of the narrative. As such, supporting both EF and narrative skills might be an important means of facilitating preliteracy among bilingual children. [ABSTRACT FROM AUTHOR]
Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Language%2C+Speech+%26+Hearing+Services+in+Schools%22">Language, Speech & Hearing Services in Schools</searchLink>. Apr2023, Vol. 54 Issue 2, p584-599. 16p. 8 Charts.
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  Data: Purpose: In light of the importance of preschool oral narrative skills as precursors to literacy, this exploratory study examined expressive language skills among emergent bilingual Latine preschoolers using a naturalistic personal narrative task. To understand the factors that support language use in the personal narrative context for this population, we examined the contribution of children’s executive function (EF) skills to their narrative language abilities. Method: Children completed two subtests from the Preschool Self-Regulation Assessment to measure EF and produced two personal narratives in response to conversational prompts. A series of linear regressions were used to evaluate the relation between children’s EF skills and their narrative production ability, narrative organization, and expressive language skills derived from automated analyses of narrative samples. Results: EF was found to predict children’s ability to produce a personal narrative but not the language skills children demonstrated in these narratives. Conclusions: The current findings suggest that EF is implicated in emergent bilingual Latine children’s narrative abilities. At the preschool age, the contribution of EF to narrative language production is apparent in the global task of producing a narrative, rather than in the organizational or linguistic features of the narrative. As such, supporting both EF and narrative skills might be an important means of facilitating preliteracy among bilingual children. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=162904111
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      – Type: doi
        Value: 10.1044/2022_LSHSS-21-00190
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      – Code: eng
        Text: English
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        PageCount: 16
        StartPage: 584
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      – SubjectFull: Research
        Type: general
      – SubjectFull: Self-evaluation
        Type: general
      – SubjectFull: Language & languages
        Type: general
      – SubjectFull: Ability
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      – SubjectFull: Language acquisition
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      – SubjectFull: Training
        Type: general
      – SubjectFull: Psychological tests
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      – SubjectFull: Children
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      – SubjectFull: Executive function
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      – SubjectFull: Self-control
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      – SubjectFull: Task performance
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      – SubjectFull: Regression analysis
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      – SubjectFull: Multilingualism in children
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      – SubjectFull: T-test (Statistics)
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      – SubjectFull: Pearson correlation (Statistics)
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      – SubjectFull: Questionnaires
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      – SubjectFull: Descriptive statistics
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      – SubjectFull: Data analysis software
        Type: general
      – SubjectFull: New York (State)
        Type: general
    Titles:
      – TitleFull: Executive Function and Narrative Language Abilities in Emergent Bilingual Preschoolers: An Exploratory Study.
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            NameFull: Clark-Whitney, Elysha
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            NameFull: Melzi, Gigliana
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              M: 04
              Text: Apr2023
              Type: published
              Y: 2023
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            – TitleFull: Language, Speech & Hearing Services in Schools
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