The Development of Expressive Elaboration in Fictional Narratives Purpose: This study analyzed the development of expressive elaboration in fictional narratives for school-age children. Method: The analysis was derived from high-point analysis, but it was tailored to capture the artful aspects of fictional storytelling. Narratives were elicited with a short picture sequence of a likely life event from 293 ... Research Article
Research Article  |   December 01, 2005
The Development of Expressive Elaboration in Fictional Narratives
 
Author Affiliations & Notes
  • Teresa A. Ukrainetz
    University of Wyoming, Laramie
  • Laura M. Justice
    University of Virginia, Charlottesville
  • Joan N. Kaderavek
    University of Toledo, Toledo, OH
  • Sarita L. Eisenberg
    Montclair State University, Montclair, NJ
  • Ronald B. Gillam
    University of Texas at Austin
  • Heide M. Harm
    University of Wyoming, Laramie
  • Corresponding author: e-mail: tukraine@uwyo.edu
Article Information
School-Based Settings / Normal Language Processing / Language / Research Articles
Research Article   |   December 01, 2005
The Development of Expressive Elaboration in Fictional Narratives
Journal of Speech, Language, and Hearing Research, December 2005, Vol. 48, 1363-1377. doi:10.1044/1092-4388(2005/095)
History: Received September 7, 2004 , Revised January 3, 2005 , Accepted March 8, 2005
 
Journal of Speech, Language, and Hearing Research, December 2005, Vol. 48, 1363-1377. doi:10.1044/1092-4388(2005/095)
History: Received September 7, 2004; Revised January 3, 2005; Accepted March 8, 2005
Web of Science® Times Cited: 43

Purpose: This study analyzed the development of expressive elaboration in fictional narratives for school-age children.

Method: The analysis was derived from high-point analysis, but it was tailored to capture the artful aspects of fictional storytelling. Narratives were elicited with a short picture sequence of a likely life event from 293 children whose ages ranged from 5 to 12 years.

Results: Results showed a significant age effect for expressive elaboration with narrative length controlled. For three age clusters (5–6 years, 7–9 years, and 10–12 years), the 13 types of expressive elaboration showed diverse patterns of acquisition in terms of presence, frequency, and developmental change. Appendages (introducer, abstract, theme, coda, ender) were lowest in both presence and frequency, and increased in presence with age. Orientations (names, relations, personality) were more common and increased in presence with age. Evaluations (modifiers, expressions, repetition, internal states, dialogue) were most frequent and showed age changes in both presence and frequency.

Clinical Implications: This study provides an additional window on narrative competence. The analysis and results can guide narrative assessment and intervention.

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