Department of Communication Sciences and Disorders, Elmhurst College, IL.
Department of Clinical Health Sciences, Texas A&M University-Kingsville.
Lang Speech Hear Serv Sch. 2020 Apr 7;51(2):428-440. doi: 10.1044/2019_LSHSS-19-00103. Epub 2020 Feb 25.
Purpose The purpose of this study was to examine narrative language samples of Spanish-speaking preschoolers to analyze changes in microstructural and macrostructural skills in their first language (L1) from fall to spring, relationships between narrative and vocabulary skills in L1, and the extent to which fall skills predict spring performance. Method Participants included 40 Spanish-speaking children who were enrolled in community-based preschool programs. Narrative language retells from the fall and spring were examined, and microstructural and macrostructural components were analyzed using the Narrative Assessment Protocol-Spanish and the Narrative Scoring Scheme, respectively. Participants also completed an assessment of expressive vocabulary in Spanish. Results The results indicated different degrees of change in microstructural and macrostructural elements, change from fall to spring in some but not all elements measured, shifting patterns of association between L1 vocabulary and narrative skills, and variable prediction of spring scores. Conclusion Results from this study enhance professionals' understanding of Spanish-speaking preschoolers' narrative language skills in L1 and considerations for assessing and monitoring progress at different points in the academic year.
目的 本研究旨在分析西班牙语学龄前儿童的叙事语言样本，以分析其母语（L1）从秋季到春季微观结构和宏观结构技能的变化，L1 中叙事和词汇技能之间的关系，以及秋季技能对春季表现的预测程度。
方法 参与者包括 40 名参加社区基础学前教育项目的西班牙语儿童。秋季和春季的叙事语言复述被检查，微观结构和宏观结构成分分别使用叙事评估协议-西班牙语和叙事评分方案进行分析。参与者还完成了西班牙语表达词汇的评估。
结果 结果表明微观结构和宏观结构元素的变化程度不同，在一些但不是所有测量元素上从秋季到春季的变化，L1 词汇和叙事技能之间的关联模式发生变化，以及春季得分的不同预测。
结论 本研究的结果增强了专业人士对西班牙语学龄前儿童母语叙事语言技能的理解，并考虑了在学年不同阶段评估和监测进展的问题。
