Purpose: Narrative assessment is one potentially underutilized and inconsistent method speech-language pathologists may use when considering a diagnosis of developmental language disorder (DLD). However, narration research encompasses many varied methodologies. This systematic review and meta-analysis aimed to (1) investigate how various narrative…

Narratives have been extensively studied in recent decades, but studies investigating differences and similarities in the narrative features from a cross-cultural or cross-linguistic point of view are limited. This study investigated the narrative language of typically developing monolingual four- and eight-year-old Finnish, Italian and Canadian…

In a previous study a group of children with cerebral palsy (CP) were found to have considerable difficulties with narratives, performing several standard deviations below the criteria for the Information score of the Bus Story Test (BST). To examine in depth the performance of children with CP and a control group with typically developing (TD)…

Reveals that story grammar research has provided educators with new insights into how children comprehend simple stories. Describes evidence for the existence of story schema, presents results of developmental story grammar research, and recommends teaching strategies based on the research. (RWB)

Stories were elicited from 20 closed-head-injured children (ages 100 to 194 months) and matched nonneurologically impaired accident victims. No significant differences were found between the groups on any of the measures of narrative ability (story grammar and intersentential cohesion). (Author/DB)

Purpose: This study investigated the effect of language on Spanish-English bilingual children's production of narrative samples elicited in two ways. Method: Twelve bilingual (Spanish-English-speaking) children ranging in age from 4;0 (years;months) to 6;11 who were fluent speakers of English as a second language produced two narratives--one…

Research on children with normal hearing shows that the word-processed narratives they produce are better than their hand-written narratives. Hearing children come to school with prior experience in narrating stories, and in school they learn to transfer this to written narrative form. However, children who are deaf and hard of hearing have less…