Date of Award:
Doctor of Philosophy (PhD)
Special Education and Rehabilitation Counseling
The purpose of this study was to assess the nature of oral narratives produced by monolingual and Spanish-English Dual-Language Learners (DLLs) who are at-risk for language and literacy disability (ARLLD). Data from 337 participants between the ages of 6;0 and 10;5 who had taken part in a Randomized Control Trial were used in this study. Participants were 181 males and 156 females with slightly more than half (n = 199) being monolingual English speakers. Oral narratives were transcribed verbatim and scored using the Monitoring Indicators of Scholarly Language rubric. This rubric yields scores for total narrative proficiency, narrative macrostructure, and narrative microstructure abilities. A multilevel model (MLM) approach, specifically linear mixed effects models, was used to answer each research question and examine the differences in narrative performance of each child while controlling for language status The results indicated there were no significant differences in stories told by monolingual or DLLs who were at-risk for language and literacy difficulties. The theoretical, pedagogical, and clinical implications of the findings are discussed in terms of how narrative proficiency is measured, and how at-risk students are identified in the U.S.
Israelsen-Augenstein, Megan, "Comparing Narrative Abilities of Monolingual and Dual-Language Learning Students At-Risk for Language and Literacy Disability" (2022). All Graduate Theses and Dissertations. 8467.
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