The Ohio State University, Columbus, OH, USA.
Lang Speech Hear Serv Sch. 2013 Apr;44(2):211-23. doi: 10.1044/0161-1461(2012/12-0021).
To report preliminary comparisons of developing structural and dialectal characteristics associated with fictional and personal narratives in school-age African American children.
Forty-three children, Grades 2-5, generated a fictional narrative and a personal narrative in response to a wordless-book elicitation task and a story-prompt task, respectively. Narratives produced in these 2 contexts were characterized for macrostructure, microstructure, and dialect density. Differences across narrative type and grade level were examined.
Statistically significant differences between the 2 types of narratives were found for both macrostructure and microstructure but not for dialect density. There were no grade-related differences in macrostructure, microstructure, or dialect density.
The results demonstrate the complementary role of fictional and personal narratives for describing young children's narrative skills. Use of both types of narrative tasks and descriptions of both macrostructure and microstructure may be particularly useful for characterizing the narrative abilities of young school-age African American children, for whom culture-fair methods are scarce. Further study of additional dialect groups is warranted.
报告与虚构和个人叙事相关的结构和方言特征在学龄非裔美国儿童中发展的初步比较。
43 名 2-5 年级的儿童分别对无字书引发任务和故事提示任务生成了一个虚构的叙事和一个个人叙事，对这 2 种情境下生成的叙事进行了宏观结构、微观结构和方言密度的特征描述。考察了不同叙事类型和年级水平之间的差异。
在宏观结构和微观结构方面，2 种类型的叙事存在统计学上的显著差异，但在方言密度方面则没有差异。在宏观结构、微观结构或方言密度方面，年级之间没有差异。
结果表明，虚构叙事和个人叙事在描述幼儿叙事技能方面具有互补作用。使用这两种类型的叙事任务以及描述宏观结构和微观结构可能对描述年轻的非裔美国学龄儿童的叙事能力特别有用，因为这些儿童的文化公平方法很少。有必要对其他方言群体进行进一步的研究。
