Indices of Narrative Language Associated with Disability
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| Title: | Indices of Narrative Language Associated with Disability |
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| Language: | English |
| Authors: | Almubark, Norah M. (ORCID |
| Source: | Grantee Submission. 2023 10. |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2023 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A180037 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Kindergarten, Young Children, Primary Education, Elementary School Students, Individualized Education Programs, Students with Disabilities, Personal Narratives, Language Usage, Discourse Analysis, Sentence Structure, Difficulty Level, Grammar, Predictor Variables, Disabilities, Identification |
| DOI: | 10.3390/children10111815 |
| Abstract: | Narratives skills are associated with long-term academic and social benefits. While students with disabilities often struggle to produce complete and complex narratives, it remains unclear which aspects of narrative language are most indicative of disability. In this study, we examined the association between a variety of narrative contents and form indices and disability. Methodology involved drawing 50 K-3 students with Individual Education Programs (IEP) and reported language concerns from a large diverse sample (n = 1074). Fifty typically developing (TD) students were matched to the former group using propensity score matching based on their age, gender, grade, mother's education, and ethnicity. Narrative retells and generated language samples were collected and scored for Narrative Discourse and Sentence Complexity using a narrative scoring rubric. In addition, the number of different words (NDW), subordination index (SI), and percentage of grammatical errors (%GE) were calculated using computer software. Results of the Mixed effect model revealed that only Narrative Discourse had a significant effect on disability, with no significant effect revealed for Sentence Complexity, %GE, SI, and NDW. Additionally, Narrative Discourse emerged as the sole significant predictor of disability. At each grade, there Findings suggest that difficulty in Narrative Discourse is the most consistent predictor of disability. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2023 |
| Accession Number: | ED634232 |
| Database: | ERIC |
| Abstract: | Narratives skills are associated with long-term academic and social benefits. While students with disabilities often struggle to produce complete and complex narratives, it remains unclear which aspects of narrative language are most indicative of disability. In this study, we examined the association between a variety of narrative contents and form indices and disability. Methodology involved drawing 50 K-3 students with Individual Education Programs (IEP) and reported language concerns from a large diverse sample (n = 1074). Fifty typically developing (TD) students were matched to the former group using propensity score matching based on their age, gender, grade, mother's education, and ethnicity. Narrative retells and generated language samples were collected and scored for Narrative Discourse and Sentence Complexity using a narrative scoring rubric. In addition, the number of different words (NDW), subordination index (SI), and percentage of grammatical errors (%GE) were calculated using computer software. Results of the Mixed effect model revealed that only Narrative Discourse had a significant effect on disability, with no significant effect revealed for Sentence Complexity, %GE, SI, and NDW. Additionally, Narrative Discourse emerged as the sole significant predictor of disability. At each grade, there Findings suggest that difficulty in Narrative Discourse is the most consistent predictor of disability. |
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| DOI: | 10.3390/children10111815 |
