#3631. Examining the validity of three methods of measuring pre-readers’ knowledge of storybook events

October 2026publication date
Proposal available till 02-06-2025
4 total number of authors per manuscript0 $

The title of the journal is available only for the authors who have already paid for
Journal’s subject area:
Language and Linguistics;
Linguistics and Language;
Education;
Clinical Psychology;
Developmental and Educational Psychology;
Speech and Hearing;
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Abstract:
Planning intervention for narrative comprehension deficits requires a thorough understanding of a child’s skill in all component domains. Scores for verbal account and enactment, but not for picture sequencing, (1) were moderately correlated with comprehension scores for the corresponding story; (2) reflected differential knowledge of the two events, though not in the expected direction; (3) were moderately correlated with one another in the case of each story. In general measures for the same event were more highly correlated with one another than with measures of the other event. Overall, results suggest that verbal account and enactment may yield information useful for clinicians planning intervention for children with narrative comprehension deficits.
Keywords:
assessment; event knowledge; preschool children; story comprehension

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