The Story of Narrative Analysis for Young Children

The Story of Narrative Analysis for Young Children
Jean M. Harrison, Ed.D.;Southern Illinois University-Edwardsville
2000 Illinois Speech- Language-Hearing Convention; Arlington Heights, IL; February 18, 2000
www.siue.edu/~jeharri Generation of personal narrative are recommended for assessing the narrative abilities of children between the ages of 4 years and 9 years. A Conversational Map has been used successfully to elicit personal narratives from children (McCabe & Rollins, 1994).

The Conversational Map Procedure
(McCabe & Rollins, 1994)

1. Use a story prompt

2. Collect at least 3 samples

                    3. Use neutral subprompts
                                a. Repeat the exact words of the child
                                b. Say, "Uh-Huh"
                                c. Say, "Tell me more."
                                d. Ask, "Then what happened?"

4. Minimize the child's self-consciousness

Narrative assessment requires analysis of both the macrostructure and the microstructure. High Point Analysis is recommended to analyze the macrostructure of personal narratives (Bliss, McCabe & Miranda,1998).

Macrostructure Analysis of Personal Narratives
High-Point Analysis

Age	Structural Pattern	Description
3-4	Two-Event	Combination of 2 past events
4	Leap Frog	No sequence of events; omission of some events
5	End-at-high-point	Builds to high point - no resolution
6	Classic Narrative	Builds to high point - resolution
All Ages	Chronological	Lists or descriptions of successive events
No Typical Age	Impoverished	Too few sentences for any high point to be recognized
No Typical Age	Disoriented	Too confused for understanding
No Typical Age	Miscellaneous	Does not fit into one of the above

Narrative Assessment Profile outlined by Bliss, McCabe & Miranda may be used to analyze the microstructure of personal narratives. This Profile looks at six dimensions of discourse:

Topic Maintenance - refers to how well all utterances in a narrative related to a central theme. Are the majority of utterances on topic?

Event Sequencing - refers to the presentation of events in logical or chronological order. Are the majority of events organized in chronological order?

Explicitness - refers to the sense making process of discourse. Is enough information presented for the listener to understand the narrative? Is the narrative sufficiently elaborated? Is there adequate descriptions, action, and evaluation in the narrative?

Referencing - refers to adequate identification of individuals, features, or events. Is there appropriate referencing of individuals, features, and events?

Coniunctive Cohesion - refers to words or phrases that link utterances and events. Are there linking devices used for both individuals and events?

Fluency - refers to lexical or phrasal interruptions in utterances. Is the narrative fluent?

Skill Area	Deficits	Intervention
Topic Maintenance	Utterances - irrelevant Ambiguous, vague	Prompts to return to topic Identify key information Sequencing
Event Sequencing	Omit critical information Misorder of information Repetition of events	Teach temporal and causal Terms and concepts Sequencing
Explicitness	Lack of elaboration Simple sentences Redundant vocabulary Nonspecific vocabulary	Identify key elements Teach listener needs Increase vocabulary - adjectives, adverbs, figurative language Teach higher level syntax
Referencing	Narrative lacks Coherence	Teach pronouns and demonstratives Teach listener needs
Conjunctive Cohesion	Narrative lacks Coherence	Teach temporal and causal terms Teach cause and effect Teach predicting
Fluency	False starts Repetitions Abandoned utterances Rephrasing Fillers	Check word finding abilities Check vocabulary Sequencing Repair strategies