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Language Final > Narrative Expository Language > Flashcards

Narrative Expository Language Flashcards

1
Q

Expository Language Intervention: Proven Outcomes

A
  • compare/contrast and cause/effect have most evidence
  • teaching multiple text structures helps learning
  • increased idea unites included following ELI
  • inclusion of writing/production practice strengthens comprehension and production gains
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2
Q

Expository Language Intervention: Weaker/Unproven Outcomes

A
  • transfer to untaught text structures is weak
  • retention of taught text structures later has not been assessed
  • evidence of gains in other domains of language is limited
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3
Q

Common Elements in Expository Interventions

A
  • visual supports
  • explicit instruction
  • texts/topics selected for stages of difficulty
  • chances for repeated practice or partial and whole text elemtns
  • discussion of meta-linguistic elements
  • introduction of literate language
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4
Q

Sketch and Speak

A
  • purpose: to improve note taking and expository discourse
  • Active ingredients: identifying the main idea, responding rapidly and focusing onkey words, adults is providing some structure in advance via graphic organziers
  • Evidence: improves notes and expository text use overall but not repsonses to questions on the topic
  • does not seem to generalize to new themes
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5
Q

Text Organizers

A
  • organizers can support both production and comprehension
  • production organizers tend to lead to an outline for a paragraph
  • comprehension/using text to learn
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6
Q

Expository Text Structure Interventions

A
  • Explicit Instruction about Expository Texts: models, visual supports
  • Focus is on production
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7
Q

Expository Discourse

A
  • core academic skills
  • more varied structures exist and are taught/used
  • standardized assessments are not well developed
  • introduced as young kindergarten; continue throughout schooling
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8
Q

Narrative Language Intervention: Proven Outcomes

A
  • macrosctructure
  • gains on functional narratives for TD, at-risk, and special education students
    0 effective for improving English outcomes in multilingual TD children
  • some evidence that NLI extends to supporting simple expository texts for TD kids
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9
Q

Narrative Language Intervention: Weaker/Unproven Outcomes

A
  • group delivered interventions
  • microstructure
  • gains on personal narratives
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10
Q

SKILL

A
  • designed as a language intervention
  • mainly delivered in small groups or individually
  • evidence for improving narrative proficiency
  • some support for improvement in other areas
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11
Q

Story CHAMPS

A
  • designed as MTSS Approach
  • tier 1: whole class/large group
  • tier 2: small group/targeted
  • primarily tested with at-risk TD kids-very successful in that space
  • good at teaching story grammar
  • weaker evidence for other language elements
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12
Q

Common Elements Across NLI Programs

A
  • 2 different kinds of visual supports
  • explicit scripted instruction
  • stories selected for stages of difficulty
  • chances for repeated practice of partial and whole story elements
  • discussion of meta-linguistic elements
  • introduction of literate language
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13
Q

What is Narrative Language Intervention

A
  • explicit instruction about story grammar elements
  • focus is on production
  • focus is on traditional western story structure
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14
Q

Dialogic Reading: structured Convo around books: PEER

A

-P: prompts the child to say something about the text
- E: evaluates the response
- E: expands on the child’s answer by rephrasing it or by adding information
- R: Repeats the prompts to see if the child has learned form the expansion

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15
Q

Dialogic Reading: structured Convo around books: CROWD

A
  • C: Completion Prompts “ fill in the blank” questions
  • R: recall questions- recall specific events from the story
  • O: open-ended questions
  • W: Wh Questions: asking who what, where, when, why and how of the story
    -D: Distancing Questions: Ask questions that relate something in the story to your child’s life
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16
Q

Common Features Across Tools

A
  • comprehension and production
  • focus on story grammar elements, though code them slightly differently
  • focus on mental states/motivations/intentions
  • clarity of character reference
  • literate language features
17
Q

Assessments of Narrative Language

A
  • Edmonton Narrative Norms Instrument
  • SALT Frog Story Protocol
  • Narrative Assessment Protocol
  • Test of Narrative Language
  • CUBED
18
Q

Pre-episodic Structure: Descriptive Sequence

A

statements about actions that can be reordered without changing meaning

19
Q

Pre-episodic Structure: Action Sequence

A

show temporal relations and could NOT be reordered without changing meaning

20
Q

Pre-episodic Structure: Reactive Sequence

A

casual relationships but NO agent seeking to resolve the complication

21
Q

Episodic Structure: Incomplete Episode

A

initiating event + attmept

22
Q

Episodic Structure: Abbreviated Episode

A
  • initiating event +consequence
23
Q

Episodic Structure: Complete Episode

A

-initiating event + attempt +consequence

24
Q

Episodic Structure: Complex Episode

A

multiple attempts to resolve a IE or multiple complete episodes

25
Q

Episodic Structure: Interactive Episode

A

two or more characters with opposing agendas and consequences

26
Q

Story Grammar Elements (SALT NSS)

A

-Setting (S)
- Initiating Event (IE)
- Internal Response (IR)
- Internal Plan (IP/P)
- Attemept (A)
- Consequence (C)
- Reaction (R)

27
Q

Developmental Trajectory of Narratives: Stage 1 Heaps

A
  • 2 years
  • the child relates a collection of unrelated ideas
  • no cohesive links are used
28
Q

Developmental Trajectory of Narratives: Stage 2 Sequences

A
  • 2-3 year olds
  • the child starts to link story elements together
  • there is a central character, topic, or setting
  • tends to be a basic description of event with no casual or time links
29
Q

Developmental Trajectory of Narratives: Stage 3 Primitive Narratives

A
  • age 3-4
  • stories contain a central character, topic, or setting
  • they may include emerging story structure elements
  • will often discuss a character’s emotions and expressions
  • basic joining words to link ideas may be used
30
Q

Developmental Trajectory of Narratives: Stage 4 Unfocused Chains

A
  • 4-4 1/2 years old
  • story is a sequence of events which are linked logically or with a cause-effect relationship.
  • the story is related from one part to the next, but not from beginning to end
    child may now use joining words such as “but” and “because”
31
Q

Developmental Trajectory of Narratives: Stage 5 Focused Chains

A
  • 4 1/2-5 years old
    -stories now contain a central character and a logical sequence of events
  • stories have a cause and effect or temporal relationship but plot does not show the attributes or motivations of characters
  • endings my be abrupt
32
Q

Developmental Trajectory of Narratives: Stage 6 True Narrative

A
  • 6+ years old
  • stories now focus around an incident
  • there is a true plot, character development and sequence, of events
  • the problem in the story is resolved in the end

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