Document Type

Article

Journal/Book Title/Conference

Communication Disorders Quarterly

Volume

38

Issue

2

Publisher

SAGE Publications

Publication Date

2016

Grant Number

R324A100063

Funder

This research was supported in part by a grant from the Institute for Educational Sciences, National Center for Special Education Research (Award Number R324A100063).

First Page

96

Last Page

106

DOI

DOI: 10.1177/1525740116651442

Abstract

The purpose of this study was to assess the basic psychometric properties of a progress-monitoring tool designed to measure narrative discourse skills in school-age children with language impairments (LI). A sample of 109 children with LI between the ages of 5 years 7 months and 9 years 9 months completed the Test of Narrative Language (TNL). The stories told in response to the alien picture prompt were transcribed and scored according to the TNL manual criteria and the criteria established for scoring the progress-monitoring tool, Monitoring Indicators of Scholarly Language (MISL). The MISL total score demonstrated acceptable levels of internal consistency reliability, inter-rater reliability, and construct validity for use as a progress-monitoring tool for specific aspects of narrative proficiency. The MISL holds promise as a tool for tracking growth in narrative language proficiency that may be taught as part of an intervention program to support the Common Core Standards related to literacy.

Comments

Author's version can be found here: http://journals.sagepub.com/doi/full/10.1177/1525740116651442

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