Exploring the role of narrative elicitation methods in predicting reading comprehension

Exploring the role of narrative elicitation methods in predicting reading comprehension

First Author: Casy Walters -- Georgia State University
Additional authors/chairs: 
Rose Sevcik; Robin Morris
Keywords: Dyslexia, narratives, Literacy, Language impairment, Comprehension
Abstract / Summary: 

Purpose. (1) Examine the relationships between reading comprehension and different narrative skills (e.g., retell, generation) in good and poor readers. (2) Examine if different narrative skills predict reading comprehension.

Methods. Participants included 165 children with (n = 136) and without (n = 29) reading disabilities in 3rd or 4th grade. The children received a battery of tests that included: Woodcock-Johnson: Test of Achievement, Third Edition (Woodcock, Mather, &McGrew, 2001); Peabody Picture Vocabulary Test, Fourth Edition (Dunn & Dunn, 2007); Clinical Evaluation of Language Fundamentals–Fourth Edition (Semel, Wiig, & Secord, 2003)); and Test of Narrative Language (Gillam & Peterson, 2004).

Results. Passage comprehension for typical readers was significantly correlated with word attack and narrative retell. Among children with dyslexia, there were significant relationships between passage comprehension and word attack (r = .44, p < .001), PPVT (r = .40, p < .001), narrative retells (r = .34, p < .001), narrative generation using sequenced picture prompts (r = .31, p < .001) and narrative generation using a single picture prompt (r = .25, p = .008). In a regression model, narrative retells and narrative generation with sequenced picture prompts were significant predictors beyond word attack and PPVT, but only for children with dyslexia, F (6, 129) = 11.41, p < .001.

Conclusions. This study suggests that narrative language may be distinct from other language skills and that elicitation methods of narrative language may be an important consideration when assessing children especially those with dyslexia.