Story Retelling as a Communicative Performance Screening Tool This study investigated the use of a story retelling task as a mechanism for screening integrated communicative performance. Comparisons were made between story retelling performance and performance on two standardized screening tools for kindergarten, readiness, and first-grade children. Results suggest that story retelling is a more stringent measure of integrated ... Research Article
Research Article  |   April 01, 1983
Story Retelling as a Communicative Performance Screening Tool
 
Author Notes
  • Barbara Culatta is an Associate Prqfessor and Judith Page is an Assistant Professor, both in Special Education at the University of Kentucky. Jane Ellis is a speech-language pathologist in the Danville Independent School System in Danville, Kentucky. Requests for reprints should be sent to Barbara Culatta, Department of Special Education, University of Kentucky, Lexington, KY 40506.
    Barbara Culatta is an Associate Prqfessor and Judith Page is an Assistant Professor, both in Special Education at the University of Kentucky. Jane Ellis is a speech-language pathologist in the Danville Independent School System in Danville, Kentucky. Requests for reprints should be sent to Barbara Culatta, Department of Special Education, University of Kentucky, Lexington, KY 40506.×
Article Information
Research Articles
Research Article   |   April 01, 1983
Story Retelling as a Communicative Performance Screening Tool
Language, Speech, and Hearing Services in Schools, April 1983, Vol. 14, 66-74. doi:10.1044/0161-1461.1402.66
History: Received April 27, 1981 , Accepted August 28, 1981
 
Language, Speech, and Hearing Services in Schools, April 1983, Vol. 14, 66-74. doi:10.1044/0161-1461.1402.66
History: Received April 27, 1981; Accepted August 28, 1981

This study investigated the use of a story retelling task as a mechanism for screening integrated communicative performance. Comparisons were made between story retelling performance and performance on two standardized screening tools for kindergarten, readiness, and first-grade children. Results suggest that story retelling is a more stringent measure of integrated communicative performance.

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