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KMID : 1036820180230010060
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Communication Sciences & Disorders
2018 Volume.23 No. 1 p.60 ~ p.73
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Expressive Elaboration in Personal Narratives and Fictional Narratives in Typically Developing Children
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Kim Jung-Mee
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Abstract
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Objectives: This study investigated expressive elaboration in personal narratives and fictional narratives in typically developing kindergartners and 2nd graders.
Methods: Twenty typically developing kindergartners and 2nd graders participated in this study. Personal narratives were elicited using conversational map procedures and fictional narratives were elicited using sequential picture tasks. Personal narratives and fictional narratives were scored for 14 elements of expressive elaboration in the categories of appendage, orientation, and evaluation. Main effects and interaction effects of grade, type of narrative and categories were analyzed. And children’s performance across 14 elements of personal narratives and fictional narratives were examined.
Results: There were main effects of grade, type of narrative, and categories. Second graders showed significantly better performance than kindergartners. The children showed significantly better performance in personal narratives than fictional narratives. Among the three categories, the children performed better to worse in orientation, evaluation and appendage, respectively. Also, second graders showed more significant differences in evaluation category compared to other categories. In appendage and orientation, the children’s performances were better in personal narratives, but in evaluation, the children’s performances were better in fictional narratives.
Conclusion: These results show expressive elaboration analysis can be an additional method for narrative assessment.
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KEYWORD
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Personal narrative, Fictional narrative, Expressive elaboration, Appendage, Orientation, Evaluation
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