Erhebungsmethoden zur Erfassung der Erzählfähigkeit von Kindern im Vor- und Grundschulalter
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Date
2023-09-01
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Theoretischer Hintergrund: Die Erzählfähigkeit ist von hoher schulischer Relevanz. Die kindlichen Leistungen variieren je nach Erhebungsmethode, bisher fehlen jedoch konkrete Vergleichsdaten über Vor- und Schulalter hinweg. Fragestellung: Welche Erzählleistung zeigen deutschsprachige Kinder mit typischer Sprachentwicklung in den Altersklassen von drei bis neun Jahren in Abhängigkeit von der Erzählform (Nacherzählung vs. freie Erzählung)? Methode: Erzählungen anhand eines non-verbalen Bilderbuchs von 89 Kindern im Alter von 3 – 9 Jahren wurden in zwei Subgruppen (Nacherzählung: 3, 5, 9 Jahre; freie Erzählung: 4 – 8 Jahre) verglichen. Die Daten der Gruppe freie Erzählung stammten aus einem CHILDES-Korpus. Die Transkripte wurden anhand eines Punktbewertungssystems (NSS) in sieben Erzählkategorien (z. B. Referenzierung, Schluss) bewertet. Ergebnisse: Die Erzählleistung steigt signifikant über die gesamte Altersspanne ohne auftretende Deckeneffekte, ist aber bei Schuleintritt noch deutlich reduziert. Die freie Erzählung liegt bei Neunjährigen, gemessen am mittleren NSS-Score, 3 – 4 Jahre hinter der Nacherzählung zurück. Diskussion und Schlussfolgerung: Die fortschreitende Entwicklung der Erzählfähigkeit im Grundschulalter sowie das Schwierigkeitsniveau der Erzählformen sollten im Schulkontext beachtet werden.
Theoretical background: Narrative skills are highly relevant for school success. Children’s performance varies depending on the elicitation tasks used, but to date there is a lack of comparative data between preschool and school-aged children. Objective: To determine the narrative abilities of German-speaking children with typical language development aged 3 – 9 years as a function of the elicitation task (retelling vs. free narration). Method: Comparison of narratives based on a non-verbal picture book of 89 children aged 3 – 9 years in two subgroups (retelling: 3, 5, 9 years; free narration: 4 – 8 years). The free narrations were taken from the CHILDES corpus. The transcripts were scored on seven narrative categories (e. g., referencing, conclusion) using the Narrative Scoring Scheme (NSS). Results: Narrative performance increases significantly across the age range without reaching ceiling effects but is still reduced at school entry. Based on mean NSS scores, free narrative performance is 3 – 4 years behind retelling in 9-year-old children. Discussion and conclusion: The ongoing development of narrative skills in primary school and the difficulty of different elicitation tasks should be considered in educational contexts.
Theoretical background: Narrative skills are highly relevant for school success. Children’s performance varies depending on the elicitation tasks used, but to date there is a lack of comparative data between preschool and school-aged children. Objective: To determine the narrative abilities of German-speaking children with typical language development aged 3 – 9 years as a function of the elicitation task (retelling vs. free narration). Method: Comparison of narratives based on a non-verbal picture book of 89 children aged 3 – 9 years in two subgroups (retelling: 3, 5, 9 years; free narration: 4 – 8 years). The free narrations were taken from the CHILDES corpus. The transcripts were scored on seven narrative categories (e. g., referencing, conclusion) using the Narrative Scoring Scheme (NSS). Results: Narrative performance increases significantly across the age range without reaching ceiling effects but is still reduced at school entry. Based on mean NSS scores, free narrative performance is 3 – 4 years behind retelling in 9-year-old children. Discussion and conclusion: The ongoing development of narrative skills in primary school and the difficulty of different elicitation tasks should be considered in educational contexts.
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Erzählfähigkeit, Sprachentwicklung, Sprachdiagnostik, Makrostruktur, Mikrostruktur, narrative development, narrative task, elicitation task, macrostructure, microstructure