Narrative assessment for cantonese-speaking children
Background: This study examined the narrative skills of Cantonese-speaking school-age children to fill a need for a normative language test for school-age children. Purpose: To provide a benchmark of the narrative skills of Cantonese-speaking children; to identify which of the microstructure compone...
| Main Authors: | , , , |
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| Format: | Journal Article |
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American Speech-Language-Hearing Association
2010
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| Online Access: | http://hdl.handle.net/20.500.11937/7435 |
| _version_ | 1848745367438360576 |
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| author | To, C. Stokes, Stephanie Cheung, H. T'sou, B. |
| author_facet | To, C. Stokes, Stephanie Cheung, H. T'sou, B. |
| author_sort | To, C. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Background: This study examined the narrative skills of Cantonese-speaking school-age children to fill a need for a normative language test for school-age children. Purpose: To provide a benchmark of the narrative skills of Cantonese-speaking children; to identify which of the microstructure components was the best predictor of age; and to determine the diagnostic accuracy of the test components. Method and Procedure: Data were collected from 1,120 Cantonese-speaking children between the ages of 4;10 (years;months) and 12;01, using a story-retell of a 24-frame picture series. Four narrative components (syntactic complexity, semantic score, referencing, and connective use) were measured. Outcomes and Results: Each measure reflected significant age-related differences in narrative ability. Regression analyses revealed that vocabulary and syntactic complexity were the best predictors of grade. All measures showed high sensitivity (86%–94%) but relatively low specificity (60%–90%) and modest likelihood ratio (LR) values: LR+ (2.15–9.42) and LR– (0.07–0.34).Conclusion and Implications: Narrative assessment can be standardized to be a reliable and valid instrument to assist in the identification of children with language impairment. Syntactic complexity is not only a strong predictor of grade but was also particularly vulnerable in Cantonese-speaking children with specific language impairment. Further diagnostic research using narrative analysis is warranted. |
| first_indexed | 2025-11-14T06:16:14Z |
| format | Journal Article |
| id | curtin-20.500.11937-7435 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T06:16:14Z |
| publishDate | 2010 |
| publisher | American Speech-Language-Hearing Association |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-74352017-09-13T16:02:17Z Narrative assessment for cantonese-speaking children To, C. Stokes, Stephanie Cheung, H. T'sou, B. school-age children Cantonese narrative assessment Background: This study examined the narrative skills of Cantonese-speaking school-age children to fill a need for a normative language test for school-age children. Purpose: To provide a benchmark of the narrative skills of Cantonese-speaking children; to identify which of the microstructure components was the best predictor of age; and to determine the diagnostic accuracy of the test components. Method and Procedure: Data were collected from 1,120 Cantonese-speaking children between the ages of 4;10 (years;months) and 12;01, using a story-retell of a 24-frame picture series. Four narrative components (syntactic complexity, semantic score, referencing, and connective use) were measured. Outcomes and Results: Each measure reflected significant age-related differences in narrative ability. Regression analyses revealed that vocabulary and syntactic complexity were the best predictors of grade. All measures showed high sensitivity (86%–94%) but relatively low specificity (60%–90%) and modest likelihood ratio (LR) values: LR+ (2.15–9.42) and LR– (0.07–0.34).Conclusion and Implications: Narrative assessment can be standardized to be a reliable and valid instrument to assist in the identification of children with language impairment. Syntactic complexity is not only a strong predictor of grade but was also particularly vulnerable in Cantonese-speaking children with specific language impairment. Further diagnostic research using narrative analysis is warranted. 2010 Journal Article http://hdl.handle.net/20.500.11937/7435 10.1044/1092-4388(2009/08-0039) American Speech-Language-Hearing Association restricted |
| spellingShingle | school-age children Cantonese narrative assessment To, C. Stokes, Stephanie Cheung, H. T'sou, B. Narrative assessment for cantonese-speaking children |
| title | Narrative assessment for cantonese-speaking children |
| title_full | Narrative assessment for cantonese-speaking children |
| title_fullStr | Narrative assessment for cantonese-speaking children |
| title_full_unstemmed | Narrative assessment for cantonese-speaking children |
| title_short | Narrative assessment for cantonese-speaking children |
| title_sort | narrative assessment for cantonese-speaking children |
| topic | school-age children Cantonese narrative assessment |
| url | http://hdl.handle.net/20.500.11937/7435 |