The World of Stories I frequently ask students in my school-age language class why a speech-language pathologist would want to conduct narrative assessments. Their answer to this question must address what narratives show us about children’s understanding of the world and the role narrative comprehension and production play in academic success. The question ... Article
Article  |   October 01, 2001
The World of Stories
Author Affiliations & Notes
  • Carol Westby
    University of New Mexico, Albuquerque
Article Information
Articles
Article   |   October 01, 2001
The World of Stories
SIG 1 Perspectives on Language Learning and Education, October 2001, Vol. 8, 26-29. doi:10.1044/lle8.2.26
SIG 1 Perspectives on Language Learning and Education, October 2001, Vol. 8, 26-29. doi:10.1044/lle8.2.26
I frequently ask students in my school-age language class why a speech-language pathologist would want to conduct narrative assessments. Their answer to this question must address what narratives show us about children’s understanding of the world and the role narrative comprehension and production play in academic success. The question always has a second part. “The students in your school are from culturally/linguistically diverse (CLD) backgrounds. How will this affect your use of narrative assessment?” When conducting narrative assessment with CLD students, speech-language pathologists must consider (a) the narrative genres or functions to which children have been exposed, (b) the types of narrative content valued in a culture, and (c) the narrative structures or organization prominent in a culture.
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