Assessment of Narrative Abilities in Preschool and School-Age Children Much has been written about assessing narrative abilities in preschool and school-age children with suspected or identified language impairment (Gillam, Pena, & Miller, 1999; Hedberg & Westby, 1993; Hughes, McGillivray, & Schmidek, 1997; McCabe, 1996; McCabe & Rollins, 1994; Westby, Van Dongen, & Maggart, 1989), and there are many ... Article
Article  |   October 01, 2001
Assessment of Narrative Abilities in Preschool and School-Age Children
Author Affiliations & Notes
  • Diana L. Hughes
    Central Michigan University, Mt. Pleasant, MI
Article Information
Articles
Article   |   October 01, 2001
Assessment of Narrative Abilities in Preschool and School-Age Children
SIG 1 Perspectives on Language Learning and Education, October 2001, Vol. 8, 7-11. doi:10.1044/lle8.2.7
SIG 1 Perspectives on Language Learning and Education, October 2001, Vol. 8, 7-11. doi:10.1044/lle8.2.7
Much has been written about assessing narrative abilities in preschool and school-age children with suspected or identified language impairment (Gillam, Pena, & Miller, 1999; Hedberg & Westby, 1993; Hughes, McGillivray, & Schmidek, 1997; McCabe, 1996; McCabe & Rollins, 1994; Westby, Van Dongen, & Maggart, 1989), and there are many good reasons for narrative assessment. Along with conversational discourse, narratives are frequently collected and analyzed for purposes of determining eligibility for services and for intervention planning or measurement of progress. Narrative language tasks, when used with preschoolers, have been reported to be predictive of persistent language disorders (Paul & Smith, 1993). For school-age children, both comprehension and production of narratives are associated with academic success.
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