The aim of this study is to examine the relationship between Mandarin Chinese-speaking children’s narrative skill in telling personally experienced stories in preschool and their later language and reading ability. Fourteen Mandarin-speaking children, 8 boys and 6 girls, were visited at home when they were 3;6, 7;5, and 10;1. The children were asked to tell personal narratives to the experimenter at 3;6 and 7;5 and to complete word definition, receptive vocabulary, and Chinese reading comprehension tests at 7;5 and 10;1. Two of the children’s stories with the greatest number of narrative clauses were selected and measured using adaptations of the narrative assessment profile developed by McCabe and Bliss (2003). A number of significant positive correlations were observed between the children’s narrative skills and their receptive vocabulary, definition, and reading comprehension abilities. These findings suggest that the children who had good narrative skill in preschool also performed better in reading comprehension and language tasks in primary school. This study shows that the continuous and interrelated relationship between early oral narrative and later language and literacy is evident not only in English-speaking children but also in Mandarin-speaking children. The educational implications for this study are highlighted.
Vibeke Grøver, Paola Uccelli, Meredith Rowe & Elena Lieven
2019. Learning through Language,
Hao, Ying, Lisa M. Bedore, Li Sheng & Elizabeth D. Peña
2019. Narrative skills in two languages of Mandarin–English bilingual children. International Journal of Speech-Language Pathology 21:4 ► pp. 325 ff.
Hettiarachchi, Shyamani
2016. The effectiveness of Colourful Semantics on narrative skills in children with intellectual disabilities in Sri Lanka. Journal of Intellectual Disabilities 20:1 ► pp. 18 ff.
Kao, Shin-Mei
2015. Investigating the Oral and Written Narrative Development of Taiwanese Children: Results. In Narrative Development of School Children [SpringerBriefs in Education, ], ► pp. 83 ff.
Kao, Shin-Mei
2015. Narrative Development of Children. In Narrative Development of School Children [SpringerBriefs in Education, ], ► pp. 33 ff.
Marron, Jill K.
2019. The Relationship between Oral Narrative Production and Expository Text Comprehension of Fifth-Grade Students. Reading Psychology 40:8 ► pp. 705 ff.
Scheele, Anna F., Paul P. M. Leseman, Aziza Y. Mayo & Ed Elbers
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Shin-Mei, Kao
2015. Methods of Eliciting and Measuring Children’s Narratives. In Narrative Development of School Children [SpringerBriefs in Education, ], ► pp. 53 ff.
Soodla, Piret & Eve Kikas
2010. Macrostructure in the Narratives of Estonian Children With Typical Development and Language Impairment. Journal of Speech, Language, and Hearing Research 53:5 ► pp. 1321 ff.
Szaflarski, Jerzy P., Mekibib Altaye, Akila Rajagopal, Kenneth Eaton, XiangXiang Meng, Elena Plante & Scott K. Holland
2012. A 10-year longitudinal fMRI study of narrative comprehension in children and adolescents. NeuroImage 63:3 ► pp. 1188 ff.
2019. Macrostructural Narrative Skills of Monolingual and Simultaneously Bilingual Preschoolers. Lernen und Lernstörungen 8:4 ► pp. 233 ff.
Westby, Carol E., Kai-Mei Chen, Jisun P. Lee & Anita Mei-Yin Wong
2023. Topic and Content of Personal Narratives of Children from Three East Asian Cultures and Three English-Speaking Cultures: A Collaborative Qualitative Analysis. Folia Phoniatrica et Logopaedica 75:6 ► pp. 431 ff.
Winskel, Heather
2010. A Comparison of Caretaker-Child Conversations About Past Personal Experiences in Thailand and Australia. Journal of Cross-Cultural Psychology 41:3 ► pp. 353 ff.
Zevenbergen, Andrea A., Ewa Haman & Aleksandra A. Olszańska
2012. Middle-Class Polish and American Mothers’ Beliefs Regarding Parent-Child Narratives. Journal of Cross-Cultural Psychology 43:6 ► pp. 979 ff.
This list is based on CrossRef data as of 5 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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