Monitoring Indicators of Scholarly Language: A Progress-Monitoring Instrument for Measuring Narrative Discourse Skills. (February 2017)

• Record Type: Journal Article
• Authors: Gillam, Sandra Laing; Gillam, Ronald B.; Fargo, Jamison D.; Olszewski, Abbie; Segura, Hugo
• Is Part Of: Communication disorders quarterly. Volume 38:Number 2(2017:Feb.)
• Page Start: 96
• Page End: 106
• Publication Date: 2017-02
• Subjects: assessment -- narrative(s) -- literacy -- speech-language pathologists (SLPs) -- elementary school -- age -- language; Communicative disorders -- Periodicals; 616.855005
• DOI: 10.1177/1525740116651442
• Languages: English
• ISSNs: 1525-7401

Abstract

The purpose of this study was to assess the basic psychometric properties of a progress-monitoring tool designed to measure narrative discourse skills in school-age children with language impairments (LI). A sample of 109 children with LI between the ages of 5 years 7 months and 9 years 9 months completed the Test of Narrative Language (TNL). The stories told in response to the alien picture prompt were transcribed and scored according to the TNL manual criteria and the criteria established for scoring the progress-monitoring tool, Monitoring Indicators of Scholarly Language (MISL). The MISL total score demonstrated acceptable levels of internal consistency reliability, inter-rater reliability, and construct validity for use as a progress-monitoring tool for specific aspects of narrative proficiency. The MISL holds promise as a tool for tracking growth in narrative language proficiency that may be taught as part of an intervention program to support the Common Core Standards related to literacy.