Narrative assessments with first grade Spanish-English emergent bilinguals
Spontaneous versus retell conditions
Audrey Lucero | University of Oregon
Yuuko Uchikoshi | University of California, Davis
This study used qualitative analyses to investigate similarities and differences in narrative production across
two task conditions for four first grade Spanish-English emergent bilingual children. Task conditions were spontaneous story
generation and retelling using the same story. Spanish stories from two children were compared on the basis of similarity in
vocabulary, while English stories from two children were compared on the basis of similarity in overall discourse skills. Results
show that when the total number of words used was similar across Spanish narratives, the retell included more different words and
higher quality story structure than the spontaneous story. When overall discourse scores in the English examples were similar, the
spontaneous story required more words than the retell, but also included more central events and greater detail. Yet, the retell
included more advanced narrative components. This study contributes to our understanding of narrative skills in young
Spanish-English bilinguals across task conditions.
Keywords: oral narrative assessment, first grade, qualitative analysis, Spanish-English emergent bilinguals
Article outline
- Introduction
- Oral narrative assessment for emergent bilingual children
- Spontaneous story generation versus retelling
- The current study
- Method and data sources
- Participants
- Comparable English macrostructure scores
- Comparable Spanish microlevel scores
- Assessment procedures
- Spontaneous procedure
- Retell procedure
- Coding and analysis
- Participants
- Findings
- English narratives with comparable macrostructure scores
- Spanish narratives with comparable vocabulary scores
- Discussion
-
References
Published online: 02 July 2019
https://doi.org/10.1075/ni.18015.luc
https://doi.org/10.1075/ni.18015.luc
References
August, D., Carlo, M. S., Dressler, C., & Snow, C. E.
August, D., & Shanahan, T.
Barnes, A. E., Kim, Y.-S., & Phillips, B. M.
Bedore, L. M., Peña, E. D., Gillam, R. B., & Tsung-Han, H.
Bohnacker, U.
Boudreau, D. M.
Carlisle, J. F., Beeman, M., Davis, L. H., & Spharim, G.
Carlo, M. S., August, D., & Snow, C.
Chang, C.-J.
Consortium, L. A. R. R.
Curenton, S. M., & Justice, L. M.
Dickinson, D. K., & Sprague, K. E.
Droop, M., & Verhoeven, L. T.
Fiestas, C. E., & Peña, E. D.
Gagarina, N., Klop, D., Kunnari, S., Tantele, K., Välimaa, T., Balciuniene, I., & Walters, J.
Gagarina, N., Klop, D., Tsimpli, I. M., & Walters, J.
Gámez, P., & González, D.
Gámez, P., Lesaux, N., & Rizzo, A. A.
García, O., & Kleifgen, J.
Goldenberg, C.
Gottardo, A., & Mueller, J.
Gough, P. B., Hoover, W. A., & Peterson, C. L.
Gutiérrez-Clellen, V. F.
Gutiérrez-Clellen, V. F., Restrepo, A., Bedore, L. M., Peña, E. D., & Anderson, R.
Heilmann, J., Miller, J. F., & Nockerts, A.
Heilmann, J., Miller, J. F., Nockerts, A., & Dunaway, C.
Hoover, W. A., & Gough, P. B.
Iluz-Cohen, P., & Walters, J.
Joshi, R. M., & Aaron, P. G.
Justice, L. M., Bowles, R. P., Kaderavek, J. N., Ukrainetz, T. A., Eisenberg, S. L., & Gillam, R. B.
Kang, J. Y.
Kunnari, S., Välimaa, T., & Laukkanen-Nevala, P.
Laurent, A., Nicoladis, E., & Marentette, P.
Lever, R., & Sénéchal, M.
Liles, B. Z.
Lindsey, K. A., Manis, F. R., & Bailey, C. E.
Lucero, A.
MacWhinney, B.
Mäkinen, L., Loukusa, S., Nieminen, L., Leinonen, E., & Kunnari, S.
Manis, F. R., Lindsey, K. A., & Bailey, C. E.
Maviş, İ., Tunçer, M., & Gagarina, N.
Merritt, D. D., & Liles, B. Z.
Miller, J. F., Andriacchi, K., & Nockerts, A.
Miller, J. F., Heilmann, J., Nockerts, A., Iglesias, A., Fabiano, L., & Francis, D. J.
Muñoz, M. L., Gillam, R. B., Peña, E. D., & Gulley-Faehnle, A.
Paradis, J., Genesee, F., & Crago, M. B.
Park, M., O’Toole, A., & Katsiaficas, C.
Pearson, B. Z.
Peterson, C. L., & McCabe, A.
Proctor, C. P., August, D., Snow, C., & Barr, C. D.
Reese, E., Sparks, A., & Suggate, S.
Reese, E., Suggate, S., Long, J., & Schaughency, E.
Ripich, D. N., & Griffith, P. L.
Roch, M., Florit, E., & Levorato, C.
Rodina, Y.
Rojas, R., & Iglesias, A.
(2012) The impact of program type on bilingual language growth. Paper presented at the Convention of the American Speech-Language-Hearing Association, Atlanta, GA.
Roth, F. P., Speece, D. L., Cooper, D. H., & De La Paz, S.
Schachter, R. E., & Craig, H. K.
Simon-Cereijido, G., & Gutiérrez-Clellen, V. F.
Spinillo, A. G., & Pinto, G.
Squires, K. E., Lugo-Neris, M. J., Peña, E. D., Bedore, L. M., Bohman, T. M., & Gillam, R. B.
Suárez-Orozco, C., Suárez-Orozco, M. M., & Todorova, I.
Suggate, S., Schaughency, E., & Reese, E.
Terry, N. P., Mills, M. T., Bingham, G. E., Mansour, S., & Marencin, N.
Uccelli, P., & Paéz, M. M.
Uchikoshi, Y.
Uchikoshi, Y., & Yang, L.
(2016) Narrative Development in Two Languages: Spanish-English and Cantonese-English bilinguals. Paper presented at that Society for the Scientific Studies of Reading annual meeting. Porto, Portugal.
Uchikoshi, Y., Yang, L., & Liu, S.
(2018) Role of narrative skills on reading comprehension: Spanish-English and Cantonese-English Dual Language Learners. Reading and Writing: An Interdisciplinary Journal, 31(2), 381–404. http://rdcu.be/xZfh
Cited by
Cited by 3 other publications
Al-Janaideh, Redab, Kathleen Hipfner-Boucher, Patricia Cleave & Xi Chen
De Costa, Peter I., Robert A. Randez, Lee Her & Curtis A. Green-Eneix
Wofford, Mary Claire, Jessica Cano, J. Marc Goodrich & Lisa Fitton
This list is based on CrossRef data as of 10 april 2022. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.