I’m talking some more today about narrative skills in students, including those who do not speak. I can’t stress enough the importance of developing narrative skills in children.
Narratives are important because they allow us to move away from the “here and now,” and to focus less on our personal experiences, while allowing students to talk about what is not immediate, but rather the decontextualized language of the classroom.
Narrative skills begin to develop in young children and are mediated by parental support. These early interactions build the foundation upon which children build their narrative and academic skills (Boudreau 2008). The narrative skills of preschoolers are predictive of academic success in school, as well as social success. As students with narrative language deficits continue having difficulties in academic and social success, we are reminded of the importance of intervention at the narrative levels.
Shared Reading :
These early interactions [between parent and child] build the foundation upon which children build their narrative and academic skills (Boudreau 2008). The narrative skills of preschoolers are predictive of academic success in school, as well as social success. As students with narrative language deficits continue having difficulties in academic and social success, we are reminded of the importance of intervention at the narrative levels
“One of the most ubiquitous and powerful discourse forms in human communication is narrative.” (Bruner 1990). Narrative is crucial in human interactions, yet often receives the least attention. Bruner went on to name the 4 areas of grammar critical to narrative production:
- A means for emphasizing actions towards obtaining a goal,
- A sequential order should be established and maintained; so that events are stated in a linear way
- Sensitivity to what forms and patterns of language are acceptable
- Containing a narrator’s perspective or ‘voice.’
Narrative has been found (Nelson et al 1989) to capture not only the events of daily interactions, but to encourage interpretation, imagination, and use of self-talk to solve problems.
One factor that is shown to have an influence on students’ skills in narrative discourse is early interactions around books and experiences. The interactions with parents or other adults that provide scaffolding of story telling/ experience retelling, that co-construct narratives with children and gradually decrease that support, are critical. By providing opportunities to interact with partners who provide quality exchanges students develop the narrative skills that they need.
There are 3 basic types of narrative scripts: personal experiences, scripts, and fictional stories (Hudson & Shapiro, 1991). Personal narratives are the easiest place to begin in intervention with children. And they are the most often used types of narrative.
“By focusing on narratives in our language intervention, we can explore processing limitations, create opportunities for using decontextualized language, facilitate social relationships, provide practice in constructive listening, improve reading comprehension, and identify language learning strengths and weaknesses.” (Johnston 2008)
For AAC users, focusing on the use of core words and important fringe, and moving from single symbols to sequences of symbols for generating novel utterances (SNUG), we need to keep our AAC users moving on the "oral" - literate continuum. This means teaching AAC users to construct messages and sequence ideas in order to engage in meaningful conversations.
Boudreau, D. (2008) Forword. Topics in Language Disorders, 28 (2), 91-92
Catts,H et al (1999). Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific Studies of Reading, 3(4), 331-361.
Gillam, R, & Pearson, N. (2003)The Test of Narrative Language. Austin, Tx: Pro-Ed.
Johnston, J. (1982). Narratives: A new look at communication problems in older language-disordered children. Language, Speech, and Hearing Services in the Schools, 13, 144-155.
Johnston, J. (2008). Narratives: Twenty-five years later. Topics in Language Disorders, 28 (2), 93-98
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