SIG 14 Perspectives Vol. 21, No. 1, April 2014
This issue of Perspectives includes research on narratives in preschool and school-age children from culturally and linguistically diverse backgrounds. The following topics are covered: (a) administration of narrative assessment and intervention strategies in a Response to Intervention (RTI) model as a way to provide explicit language instruction and monitor language growth, and (b) how bilingualism influences preschool grammaticality in children who are enrolled versus not enrolled in daycare.
You will be able to:
- describe innovations from recent narrative assessment and intervention research
- explain the innovations’ relevance to Response to Intervention (RTI) and the Narrow View of Reading
- identify the role of language experience of bilingual and monolingual children during a narrative task
- explain the role of daycare in children’s performance during a narrative task
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