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Narrative language: A multi-level p...

Heilmann, John Joseph.

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Narrative language: A multi-level perspective.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Narrative language: A multi-level perspective./
Author:	Heilmann, John Joseph.
Description:	140 p.
Notes:	Adviser: Jon F. Miller.
Contained By:	Dissertation Abstracts International67-09B.
Subject:	Health Sciences, Speech Pathology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3234631
ISBN:	9780542885969

Narrative language: A multi-level perspective.
Heilmann, John Joseph.

Narrative language: A multi-level perspective. - 140 p.

Adviser: Jon F. Miller.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2006.

This dissertation consists of three projects examining children's productions of narratives. These three projects demonstrate that productions of short oral narratives provide robust linguistic data sensitive to differences across populations and time. Project 1 is a methodological paper that documents the accuracy, agreement and reliability of the transcription process in bilingual children. Consistently high agreement and reliability values were observed for both English and Spanish transcriptions. Implications regarding the measurement properties of short, focused language samples are discussed. Project 2 tested the hierarchical relationship between children's story grammar skills and their productive vocabulary and grammar to document the interaction between language systems. Children's vocabulary skills demonstrated a significant unique relationship with story grammar. Children's productive syntax did not uniquely predict story grammar. Follow up analyses demonstrated that children's ability to be specific about nouns explained this lexical relationship. Implications regarding continuity across language systems are discussed. Project 3 tracked the development of high-level language skills from kindergarten to second grade in a group of children learning English as a second language. Children's literate language skills were tracked over time and predicted by: (1) language use in the classroom (Immersion in English, Dual Language, Transitioned into Spanish), (2) language use at home (primarily Spanish versus primarily English), and (3) maternal education level. A hierarchical linear model was tested using a literate language measure as the dependent variable and each of the grouping variables as predictors. Language use at home and maternal educational provided the best fit for the model. Theoretical and practical implications regarding the development of literate language and environmental influences in English language learners are discussed.

ISBN: 9780542885969Subjects--Topical Terms:

1018105
Health Sciences, Speech Pathology.

Narrative language: A multi-level perspective.
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100 1 $a Heilmann, John Joseph. $3 1293593
245 1 0 $a Narrative language: A multi-level perspective.
300 $a 140 p.
500 $a Adviser: Jon F. Miller.
500 $a Source: Dissertation Abstracts International, Volume: 67-09, Section: B, page: 5032.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2006.
520 $a This dissertation consists of three projects examining children's productions of narratives. These three projects demonstrate that productions of short oral narratives provide robust linguistic data sensitive to differences across populations and time. Project 1 is a methodological paper that documents the accuracy, agreement and reliability of the transcription process in bilingual children. Consistently high agreement and reliability values were observed for both English and Spanish transcriptions. Implications regarding the measurement properties of short, focused language samples are discussed. Project 2 tested the hierarchical relationship between children's story grammar skills and their productive vocabulary and grammar to document the interaction between language systems. Children's vocabulary skills demonstrated a significant unique relationship with story grammar. Children's productive syntax did not uniquely predict story grammar. Follow up analyses demonstrated that children's ability to be specific about nouns explained this lexical relationship. Implications regarding continuity across language systems are discussed. Project 3 tracked the development of high-level language skills from kindergarten to second grade in a group of children learning English as a second language. Children's literate language skills were tracked over time and predicted by: (1) language use in the classroom (Immersion in English, Dual Language, Transitioned into Spanish), (2) language use at home (primarily Spanish versus primarily English), and (3) maternal education level. A hierarchical linear model was tested using a literate language measure as the dependent variable and each of the grouping variables as predictors. Language use at home and maternal educational provided the best fit for the model. Theoretical and practical implications regarding the development of literate language and environmental influences in English language learners are discussed.
590 $a School code: 0262.
650 4 $a Health Sciences, Speech Pathology. $3 1018105
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710 2 0 $a The University of Wisconsin - Madison. $3 626640
773 0 $t Dissertation Abstracts International $g 67-09B.
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790 1 0 $a Miller, Jon F., $e advisor
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3234631