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This analysis of written narratives by grade four and six African American students ascertained how these young writers are using narrative structures and conventions. This research determined aspects of narrative writing competencies revealed by a sample of 1,315 written narratives produced by 263 children.
Instrumentation used for analysis of these writing samples was based upon several theoretical and practical systems of narrative language analysis. A comprehensive narrative writing analysis protocol of over 200 items was constructed. The instrument assesses mechanical, syntactic, semantic, pragmatic, narrative, and sociocultural features of written language. This preliminary report profiles the narrative conventions used by this sample and compares these data to what is known about developmental regularities.
This study contributes to the literature on analysis of written narrative by young writers. Findings may establish evidence of regularities in written narrative development. Results may have practical significance in that this protocol may guide SLPs, teachers, and researchers to a more detailed analysis of narrative development. Evidence may also suggest appropriate educational or therapeutic interventions.
Funded by the Elva Knight Research Grant, International Reading Association. |
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