Alison H. Paris|Scott G. Paris
Assessing narrative comprehension in young children
University of Michigan–Ann Arbor|University of Michigan–Ann Arbor
abstracts article explains creation validation narrative comprehension picture books task nc task assessment young childrens comprehension wordless picture books study 1 explored developmental changes among 158 k2 children narrative comprehension correlations among childrens performance nc task measures early reading significant improvement increasing age nc task measures significant concurrent validity found nc task oral reading comprehension readers nc task several prereading skills prereaders study 2 tested generalizability nc task giving subsample students n 91 two additional picture books using nc task procedures intertask correlations showed children consistent nc task dependent variables across three books developmental trends grade reading ability evident three versions task study 3 confirmed generalizability nc task across children books testers revealed sensitivity longitudinal growth childrens comprehension skills little evidence practice effects influencing nc scores study 3 also revealed significant concurrent predictive validity nc measures assessments early reading skills gates mcginitie reading test iowa test basic skills nc task valid quantitative measure young childrens comprehension sensitive developmental changes adaptable various books discuss narrative comprehension fundamental beginning reading nc task may used classroom instruction assessment