Poster Session #1: UC South Ballroom
Presentation Type
Poster
Faculty Mentor’s Full Name
Ginger Collins Ph.D., CCC-SLP
Faculty Mentor’s Department
Communicative Sciences and Disorders
Abstract / Artist's Statement
Title: Assessing Written Narratives: A Comparison of Two Narrative Analysis Tools
Purpose: The purpose of this study is to compare two different narrative analysis rubrics currently available to determine the a) amount of time needed to analyze a typical narrative produced by an elementary student, b) difficulty level of interpreting analysis procedure of each rubric, and c) unique information yielded from each analysis procedure.
Methods: Fifty-eight written samples were collected from elementary aged students. All students were prompted to write a narrative essay in response to being given a picture prompt. Each sample will be analyzed using the Index of Narrative Complexity (INC) and the Narrative Scoring Scheme (NSS). Use of the INC and NSS will be compared for speed and ease of use. Additionally, researchers will determine the independent strengths of each narrative analysis procedure.
Originality: Language sample analysis is under-utilized when assessing elementary school- age children's language abilities, although it is considered a best practice. School-based speech-language pathologists (SLPs) note several barriers that discourage the use of this best practice. Many find analysis to be time consuming, feel they have limited training and experience, and are unaware of established analysis protocols.
Significance: Results from this study will provide preliminary data concerning the time commitment involved, the ease of use and what unique information can be yielded by the use of each rubric. The goal of this study is to address the validity of the perceived barriers. Should either or both of these rubrics prove to be quick and easy to use, this study may result in more widespread usage of narrative analysis by school-based SLPs.
Category
Social Sciences
Assessing Written Narratives: A Comparison of Two Narrative Analysis Tools
UC South Ballroom
Title: Assessing Written Narratives: A Comparison of Two Narrative Analysis Tools
Purpose: The purpose of this study is to compare two different narrative analysis rubrics currently available to determine the a) amount of time needed to analyze a typical narrative produced by an elementary student, b) difficulty level of interpreting analysis procedure of each rubric, and c) unique information yielded from each analysis procedure.
Methods: Fifty-eight written samples were collected from elementary aged students. All students were prompted to write a narrative essay in response to being given a picture prompt. Each sample will be analyzed using the Index of Narrative Complexity (INC) and the Narrative Scoring Scheme (NSS). Use of the INC and NSS will be compared for speed and ease of use. Additionally, researchers will determine the independent strengths of each narrative analysis procedure.
Originality: Language sample analysis is under-utilized when assessing elementary school- age children's language abilities, although it is considered a best practice. School-based speech-language pathologists (SLPs) note several barriers that discourage the use of this best practice. Many find analysis to be time consuming, feel they have limited training and experience, and are unaware of established analysis protocols.
Significance: Results from this study will provide preliminary data concerning the time commitment involved, the ease of use and what unique information can be yielded by the use of each rubric. The goal of this study is to address the validity of the perceived barriers. Should either or both of these rubrics prove to be quick and easy to use, this study may result in more widespread usage of narrative analysis by school-based SLPs.