Narrative Analysis

1989 ◽  
Vol 54 (3) ◽  
pp. 438-447 ◽  
Author(s):  
Donna DiSegna Merritt ◽  
Betty Z. Liles
Keyword(s):  
Narrative Analysis ◽  
Relative Frequency ◽  
Language Assessment ◽  
Control Group ◽  
Story Grammar ◽  
Story Retelling ◽  
Story Generation

Narratives were produced by groups of language-disordered and nonimpaired children ages 9:0–11:4 (years:months) in story generation and story retelling tasks. The stories were analyzed in terms of the number of story grammar components, number of complete episodes, relative frequency of story components, and story length. For both groups of children, the results indicated strong overall homogeneity between story generation and story retelling. The retold narratives were longer and contained more story grammar components and complete episode structures for both groups of children. Clause length within complete episodes differentiated story generation from story retelling for the language-disordered children but not for the control group. The clinical advantages of using story retelling in language assessment are discussed.

Story Grammar Ability in Children with and without Language Disorder

1987 ◽  
Vol 30 (4) ◽  
pp. 539-552 ◽  
Author(s):  
Donna Disegna Merritt ◽  
Betty Z. Liles
Keyword(s):  
Language Disorder ◽  
Control Group ◽  
Story Grammar ◽  
Original Stories ◽  
Language Impaired ◽  
Story Retelling ◽  
Story Generation ◽  
Subordinate Clauses ◽  
Frequency Of Use ◽  
Grammar Rules

Twenty language-impaired and unimpaired children ages 9:0 to 11:4 participated in three story tasks. The children generated three original stories, retold two adventure stories, and then answered two sets of comprehension questions after each retelling. Stein and Glenn's (1979) story grammar rules were adapted and used to analyze the narratives. The generated and retold stories produced by the language-disordered children contained fewer complete story episodes, a lower mean number of main and subordinate clauses per complete episode, and a lower frequency of use of story grammar components than those of the control group. The story hierarchies produced by both groups were highly similar, though, in both story generation and story retelling. The groups also did not differ in their understanding of the factual details of the retold stories, but did differ significantly in their comprehension of the relationships linking the critical parts of the stories together. The results are discussed relative to cognitive organizational deficits of language-impaired children.

Effects of Elicitation Procedures on the Narratives of Normal and Closed Head-Injured Adults

1989 ◽  
Vol 54 (3) ◽  
pp. 356-366 ◽  
Author(s):  
Betty Z. Liles ◽  
Carl A. Coelho ◽  
Robert J. Duffy ◽  
Mary Rigdon Zalagens
Keyword(s):  
Language Skills ◽  
Sentence Production ◽  
Story Grammar ◽  
Generation Task ◽  
Story Retelling ◽  
Story Generation ◽  
Language Recovery ◽  
Head Injured ◽  
Closed Head ◽  
High Level

Stories were elicited under two conditions—story retelling and story generation—from a group of 23 normal young adults and 4 closed head-injured (CHI) adults who had reached a high level of language recovery. Sentence production, intersentential cohesion, and story grammar were analyzed. The results demonstrated that the two elicitation tasks differentially influenced the performance of both normal and CHI subjects at all levels of analysis, and the two groups differed in the cohesive and story grammar measures only in the story generation task. It is concluded that comparing performance across tasks of story retelling and story generation is a useful procedure for characterizing the discourse problems of CHI subjects with recovery of high-level language skills.

Story Narratives of Adults With Closed Head Injury and Non-Brain-Injured Adults

2002 ◽  
Vol 45 (6) ◽  
pp. 1232-1248 ◽  
Author(s):  
Carl A. Coelho
Keyword(s):  
Closed Head Injury ◽  
Wisconsin Card Sorting Test ◽  
Card Sorting ◽  
Story Grammar ◽  
Generation Task ◽  
Story Retelling ◽  
Story Generation ◽  
Brain Injured ◽  
Wisconsin Card Sorting ◽  
Sorting Test

Narratives were elicited in two story tasks, retelling and generation, from two groups of adults, 55 with closed head injury (CHI) and 47 non-brain-injured (NBI), recruited from rehabilitation facilities in three northeastern states. Participants were classified, on the basis of their socioeconomic status (SES), as professional, skilled worker, or unskilled worker. Narratives were analyzed using five discourse measures at the levels of sentence production, intersentential cohesion, and story grammar. Discourse performance was then compared across groups, tasks, and SES levels. Discourse performance of the CHI group was also compared with their scores from the Wisconsin Card Sorting Test, a measure of executive functioning. Results indicated that two discourse measures distinguished the groups. The CHI participants produced significantly fewer words per T-unit and fewer T-units within episode structure than did the NBI group, which was attributed to difficulties with content organization. Performance on all five discourse measures differed for the story retelling versus the story generation tasks for both CHI and NBI groups. All participants produced longer and more grammatically complex T-units in the story generation task than in story retelling. However, cohesive adequacy and story grammar were better in the story retelling task than in the story generation task. It was therefore concluded that story generation was a more challenging task than story retelling for both groups. The only significant difference noted for SES involved the measure of intersentential cohesion. The unskilled workers demonstrated poorer cohesive adequacy than either the skilled workers or professionals, regardless of group or story task. Finally, modest correlations were noted between the discourse performance of the CHI group and scores from the Wisconsin Card Sorting Test in both story tasks.

scholarly journals Growth and Specialized Growth Charts of Children with Congenital Hypothyroidism Detected by Neonatal Screening in Isfahan, Iran

2013 ◽  
Vol 2013 ◽  
pp. 1-9 ◽  
Author(s):  
Awat Feizi ◽  
Mahin Hashemipour ◽  
Silva Hovsepian ◽  
Zeynab Amirkhani ◽  
Roya Kelishadi ◽  
...  
Keyword(s):  
Head Circumference ◽  
Relative Frequency ◽  
Screening Program ◽  
Control Group ◽  
Growth Charts ◽  
Healthy Children ◽  
Growth Status ◽  
Catch Up ◽  
Growth Development

Objectives. The aim of the current study was to investigate the growth status of CH, generate specialized growth charts of CH infants, and compare them with their counterparts of regional normal infants. Methods. In this prospective cohort study, 760 (345 girls and 415 boys) neonates born in 2002–2009 diagnosed by neonatal CH screening program in Isfahan were followed up from the time of diagnosis. 552 healthy children were recruited as a control group. The empirical 3rd, 15th, 50th, 85th, and 97th percentiles for height, weight, and head circumference of both sexes were determined and compared with their counterpart values of the control group. The relative frequency of patients with impaired growth for each studied variable was determined. Also, specialized growth charts of CH patients were generated. Results. The percentiles of weight, height, and head circumference of studied patients are significantly different from regional healthy children (P<0.001). The relative frequency of impaired head circumference was decreased to less than 3% at the 3rd year of age and for height it reached gradually 3% and 9% at the 5th year of age for boys and girls, respectively (P<0.05); however for weight still it was statistically more than 3% in both sexes. Conclusion. CH patients had impaired growth development which was improved during follow up, but the catch-up time was earlier for head circumference and later for weight.

scholarly journals THE EFFECTIVENESS OF CHUNKING STRATEGY IN DEVELOPING STUDENT'S ABILITY IN STORY RETELLING

Prominent ◽  
2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Rohmaniyah Nia ◽  
Nur Ekaningsih
Keyword(s):  
Content Validity ◽  
Teaching And Learning ◽  
Face Validity ◽  
Control Group ◽  
Story Retelling ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control

Abstract: This research aims at finding out whether or not the use of chunking strategy is effective in developing students’ ability of story retelling to the tenth-grade students at MAN 01 Pekalongan. Quasi experimental research was applied as the method with two groups : experimental and control group. The total subject of this research was 52 students which were taken from two classes of X IPS 1 as a control group and X AGAMA 2 as an experimental group. Face and content validity were done by asking the English teacher and advisor to be expert judgements to validate the instrument by using a rubric appearance of test for face validity and its conformity by curriculum as a content validity. Inter-rater reliability in giving scores to the students’ was done to measure the reliability of the test. This research used SPSS in analysing the data of speaking test through several activities. They were pre-test before treatments, and post-test after treatments. The result of the research shows the significant difference in the story retelling ability between tenth grade students who were taught by using chunking strategy and those were not taught by using it. It can be seen in the result of mean score in the post-test of experimental class which is 89 and control class which is 83 and as a result Sig. (2-tailed) is 0.044 0.050. Therefore, the null hyothesis of this study is rejected. It means that the use of chunking strategy had significantly improved the tenth-grade students story retelling ability in English teaching and learning process of the experimental class at MAN 01 Pekalongan in the academic year 2019/2020. Keywords:     chunking, teaching speaking strategy, story retelling

scholarly journals Students' Perception of the Application of Portfolio Assessment during the COVID-19 Pandemic

2021 ◽  
Author(s):  
Muh Syafei ◽  
Januarius Mujiyanto ◽  
Issy Yuliasri ◽  
Hendi Pratama
Keyword(s):  
Narrative Analysis ◽  
Learning Process ◽  
Group Work ◽  
Teaching And Learning ◽  
English Education ◽  
Portfolio Assessment ◽  
Language Assessment ◽  
Test Reliability ◽  
Distinctive Character ◽  
Difficulty Index

The Covid-19 pandemic has widely affected the administration of teaching, assessments, and the learning process at large. Online learning has been used predominantly during the pandemic. While portfolio assessment has empirically demonstrated a couple of positive points, investigations into the use of portfolio assessment during the Covid-19 pandemic can be hardly found. At the Department of English Education of Universitas Muria Kudus (EED UMK), Language Assessment Course administers the portfolio assessment consisting of (1) an individual summary of the language assessment concepts/theories, (2) group work to analyze facial and content validity, (3) group work to analyze test objects (focus tendency (mean, median, median, mode, and standard deviation, difficulty index, distinctive character, distractor effectiveness) and test reliability), and (4) individual work on developing a language test. This study aims to describe students’ perceptions of the portfolio assessment at EED UMK during the pandemic. Using an open-ended questionnaire, students will examine the consistency, benefits, and benefits of using portfolio assessment. Through the narrative analysis, the results show that most of the students (86%) express their consent to using Portfolio Scoring for reasons such as compliance with health protocols, process-oriented, active learning, better organization, time flexibility, and self-initiated learning. The results imply that the portfolio assessment made it easier for students to study online while following health protocols during the pandemic. Portfolio assessment also provides flexibility in maintaining the teaching and learning process, which is either synchronous or asynchronous during the pandemic. Keywords: portfolio, assessment, students’ perceptions, covid 19 pandemic

scholarly journals Intraperitoneal injection of sodium pentobarbital is associated with pain in rats

2019 ◽  
Author(s):  
JN Reimer ◽  
C Schuster ◽  
CG Knight ◽  
DSJ Pang ◽  
VSY Leung
Keyword(s):  
Relative Frequency ◽  
Behavioral Assessment ◽  
Indirect Evidence ◽  
Vehicle Control ◽  
Control Group ◽  
Sodium Pentobarbital ◽  
Sprague Dawley ◽  
Control Groups ◽  
Loss Of Righting Reflex ◽  
Righting Reflex

AbstractAn effective and pain-free killing method is required to achieve the goal of euthanasia, a “good death”. Overdose of sodium pentobarbital (PB) by intraperitoneal (IP) injection is a widely accepted technique, but questions remain regarding pain associated with administration. As PB rapidly causes sedation and loss of consciousness, most studies have relied on indirect evidence of pain. The objective of this study was to assess pain associated with IP PB using an appropriate vehicle control.Adult male and female Sprague Dawley (SD) and female Wistar rats (N = 112) were block randomised by sex and strain to receive one of four treatments: 1) 800 mg/kg PB (pH 11); 2) 800 mg/kg PB with 4 mg/kg lidocaine (PB+lido); 3) saline or 4) vehicle controls (pH 11 or 12.5). Behavior (Rat Grimace Scale [RGS], writhing, back arching) was evaluated at baseline, before loss of righting reflex (PB and PB+lido groups), 80s, 151s and 10 min post-injection (PI; saline and vehicle control groups).In the vehicle control groups, the RGS scores were increased at 151s PI (SD: p = 0.0008, 95%CI −0.731 to −0.202) from baseline, as was relative frequency of writhing (SD: p < 0.00001; Wistar; p = 0.0004). RGS scores remained elevated 10 mins PI (SD: p = 0.0070, 95%CI −0.768 to −0.118; Wistar: p = 0.0236, 95%CI −0.907 to −0.0742) but the relative frequency of writhing did not (p > 0.05). The RGS scores and the relative frequency of writhing remained low in the PB, PB+lido and saline groups (p > 0.05). Back arching increased from baseline in the PB+lido group before loss of righting reflex and in the vehicle control group (SD rats) at 151s PI (p < 0.05).These results show that IP PB results in signs associated with pain. The sedative effects of PB limit behavioral assessment.

The effect of memory training on consecutive interpreting performance by interpreter trainees

FORUM ◽  
2017 ◽  
Vol 15 (1) ◽  
pp. 157-172 ◽  
Author(s):  
Mahmood Yenkimaleki ◽  
Vincent J. van Heuven
Keyword(s):  
Test Performance ◽  
Memory Training ◽  
Control Group ◽  
Story Retelling ◽  
Post Test ◽  
Training Exercises ◽  
Omission Rate ◽  
Consecutive Interpreting ◽  
Positive Effect

Abstract The present study investigates the effect of memory training on the quality of interpreting by Farsi-to-English interpreter trainees, with special attention to diminishing the rate of omission of message elements. Participants were assigned to two groups on the basis of their overall performance on a TOEFL test, with equal division between genders. The control group was taught interpreting skills by the routine curriculum, while the experimental, group spent part of the time on memory training exercises, e.g. imagination and story retelling. Three raters assessed the accuracy of interpreting, omissions, additions, grammar, expression, terminology, pace and accentuation in the trainees’ pre-test and post-test performance. Statistical analysis shows that the memory training had a positive effect on the quality of interpreting, particularly so on decreasing the omission rate. The results have implications for curriculum designers of interpreting programs, material producers and all who are involved in interpreting studies and its pedagogy.

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