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Language, Speech, and Hearing Services in Schools Vol.19 67-82 January 1988.
© American Speech-Language-Hearing Association
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A Perspective on the Evaluation of School Children's Narratives

Cheryl M. Scott

This paper examines two issues that have been neglected to date in the clinical literature on narrative evaluation in children. First, it is shown that there are many types of stories and several contexts for telling stories. Within limits, these variations affect narrative form. A second topic examines those structural systems that contribute in a distinctive way to narrative meaning; such systems are found both within and across utterance boundaries. The applicability of both topics to the evaluation of children's stories is illustrated with reference to four narrative samples. Two stories were produced by normally developing children and two were told by a language-disordered child.

Submitted on June 17, 1986
Accepted on February 17, 1987


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L. M. Hoffman
The Utility of School-Age Narrative Microstructure Indices: INMIS and the Proportion of Restricted Utterances
Lang Speech Hear Serv Sch, October 1, 2009; 40(4): 365 - 375.
[Abstract] [Full Text] [PDF]


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Copyright © 1988 by the American Speech-Language-Hearing Association.