The Development of a New Test for Consecutive Assessment of Narrative Skills in Iranian School-Age Children
< p>Background: The assessment of narrative skills in young children is essential for early identification of potential learning and literacy-related difficulties. The present study aimed to develop a validated and reliable test for consecutive assessment of narrative skills in Iranian school-...
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Shiraz University of Medical Sciences
2020-11-01
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doaj-7b0b88773b0f41d28d29425e7afacf062020-11-25T03:59:37ZengShiraz University of Medical SciencesIranian Journal of Medical Sciences0253-07161735-36882020-11-0145642543346815The Development of a New Test for Consecutive Assessment of Narrative Skills in Iranian School-Age ChildrenSaeide Beytollahi0Zahra Soleymani1Shohreh Jalaie2Department of Speech Therapy, School of Rehabilitation, Tehran University of Medical Sciences, Tehran, IranDepartment of Speech Therapy, School of Rehabilitation, Tehran University of Medical Sciences, Tehran, IranDepartment of Physiotherapy, School of rehabilitation, Tehran University of Medical Sciences, Tehran, Iran< p>Background: The assessment of narrative skills in young children is essential for early identification of potential learning and literacy-related difficulties. The present study aimed to develop a validated and reliable test for consecutive assessment of narrative skills in Iranian school-age children.<br />Methods: To elicit story retelling by the children, 14 pictures (each a discrete test) were developed based on which 14 stories were scripted in accordance with the Stein and Glenn model. The pictures were presented to 50 typically developing (TD) children and seven children with autism spectrum disorder (ASD) in Kerman, Iran, 2018. The recorded audio of retold stories by the children was transcribed and analyzed using the monitoring indicator of scholarly language (MISL) instrument. The SPSS software (Version: 18.0) was used to analyze the data with the significance level set at 0.05.<br />Results: A high correlation between the total MISL score of each test and each MISL item (r>0.5) confirmed the construct validity of our test. A comparison of the mean total MISL score between the TD and ASD groups showed significant differences (p 0.7 between all the MISL items and the intraclass correlation coefficient between the test and retest scores was >0.96 for all pictures. The repeated measures ANOVA did not indicate significant differences (P=0.15) between the total MISL scores of the pictures.<br />Conclusion: The validity and reliability of the developed test were confirmed, suggesting it can be used for consecutive assessment and monitoring of the narrative skills in school-aged children.https://ijms.sums.ac.ir/article_46815_899a41b306407f46be1ccc4c723bb386.pdflanguage testsnarrationautism spectrum disorderpsychometrics |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Saeide Beytollahi Zahra Soleymani Shohreh Jalaie |
spellingShingle |
Saeide Beytollahi Zahra Soleymani Shohreh Jalaie The Development of a New Test for Consecutive Assessment of Narrative Skills in Iranian School-Age Children Iranian Journal of Medical Sciences language tests narration autism spectrum disorder psychometrics |
author_facet |
Saeide Beytollahi Zahra Soleymani Shohreh Jalaie |
author_sort |
Saeide Beytollahi |
title |
The Development of a New Test for Consecutive Assessment of Narrative Skills in Iranian School-Age Children |
title_short |
The Development of a New Test for Consecutive Assessment of Narrative Skills in Iranian School-Age Children |
title_full |
The Development of a New Test for Consecutive Assessment of Narrative Skills in Iranian School-Age Children |
title_fullStr |
The Development of a New Test for Consecutive Assessment of Narrative Skills in Iranian School-Age Children |
title_full_unstemmed |
The Development of a New Test for Consecutive Assessment of Narrative Skills in Iranian School-Age Children |
title_sort |
development of a new test for consecutive assessment of narrative skills in iranian school-age children |
publisher |
Shiraz University of Medical Sciences |
series |
Iranian Journal of Medical Sciences |
issn |
0253-0716 1735-3688 |
publishDate |
2020-11-01 |
description |
< p>Background: The assessment of narrative skills in young children is essential for early identification of potential learning and literacy-related difficulties. The present study aimed to develop a validated and reliable test for consecutive assessment of narrative skills in Iranian school-age children.<br />Methods: To elicit story retelling by the children, 14 pictures (each a discrete test) were developed based on which 14 stories were scripted in accordance with the Stein and Glenn model. The pictures were presented to 50 typically developing (TD) children and seven children with autism spectrum disorder (ASD) in Kerman, Iran, 2018. The recorded audio of retold stories by the children was transcribed and analyzed using the monitoring indicator of scholarly language (MISL) instrument. The SPSS software (Version: 18.0) was used to analyze the data with the significance level set at 0.05.<br />Results: A high correlation between the total MISL score of each test and each MISL item (r>0.5) confirmed the construct validity of our test. A comparison of the mean total MISL score between the TD and ASD groups showed significant differences (p 0.7 between all the MISL items and the intraclass correlation coefficient between the test and retest scores was >0.96 for all pictures. The repeated measures ANOVA did not indicate significant differences (P=0.15) between the total MISL scores of the pictures.<br />Conclusion: The validity and reliability of the developed test were confirmed, suggesting it can be used for consecutive assessment and monitoring of the narrative skills in school-aged children. |
topic |
language tests narration autism spectrum disorder psychometrics |
url |
https://ijms.sums.ac.ir/article_46815_899a41b306407f46be1ccc4c723bb386.pdf |
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