A Perspective on the Evaluation of School Children's Narratives This paper examines two issues that have been neglected to date in the clinical literature on narrative evaluation in children. First, it is shown that there are many types of stories and several contexts for telling stories. Within limits, these variations affect narrative form. A second topic examines those structural ... Research Article
Research Article  |   January 01, 1988
A Perspective on the Evaluation of School Children's Narratives
 
Author Notes
  • Cheryl M. Scott is in the Department of Speech and Language Pathology and Audiology, Oklahoma State University, 120 Hanner Hall, StiUwater, OK 74078.
    Cheryl M. Scott is in the Department of Speech and Language Pathology and Audiology, Oklahoma State University, 120 Hanner Hall, StiUwater, OK 74078.×
Article Information
Research Articles
Research Article   |   January 01, 1988
A Perspective on the Evaluation of School Children's Narratives
Language, Speech, and Hearing Services in Schools, January 1988, Vol. 19, 67-82. doi:10.1044/0161-1461.1901.67
History: Received June 17, 1986 , Accepted February 17, 1987
 
Language, Speech, and Hearing Services in Schools, January 1988, Vol. 19, 67-82. doi:10.1044/0161-1461.1901.67
History: Received June 17, 1986; Accepted February 17, 1987

This paper examines two issues that have been neglected to date in the clinical literature on narrative evaluation in children. First, it is shown that there are many types of stories and several contexts for telling stories. Within limits, these variations affect narrative form. A second topic examines those structural systems that contribute in a distinctive way to narrative meaning; such systems are found both within and across utterance boundaries. The applicability of both topics to the evaluation of children's stories is illustrated with reference to four narrative samples. Two stories were produced by normally developing children and two were told by a language-disordered child.

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