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Narrative development in dual-language learning Latino Head Start children: Coherence across tasks and languages

Description:
Information is lacking on the normative developmental trajectory of children's narrative skills across the preschool years, particularly for DLL children. This study seeks to address this gap in the literature by assessing narrative development among 125 DLL Latino children from three Head Start programs in New York City at three time points across the school year. Children engaged in three narrative tasks - chronicling a personal experience, telling a story based on a set of pictures, and narrating a wordless picture book - will be asked to relate each story in both English and Spanish. The primary objectives of the proposed study are: (1) to understand the developmental progression of children's narrative skills in both English and Spanish; (2) to examine the effect of narrative task and language spoken on the coherence of children's narratives; (3) to investigate the relationship between children's narrative ability and other standardized measures of language ability and pre-literacy; and (4) to develop a workshop series to share knowledge gained from the proposed study with teachers and parents.
Resource Type:
Administration for Children and Families/OPRE Projects
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Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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