School-age children's self-assessment of oral narrative production.
This study examined aspects of self-assessment, a metacognitive ability, and oral narrative production in 401 children between 5 and 12 years of age. Oral narrative production was evaluated through the administration of the Test of Narrative Language (TNL). Self-assessment of narrative performance w...
| Publicado en: | Communication Disorders Quarterly Vol. 26; no. 1; pp. 37 - 53 |
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| Autores principales: | , , , , |
| Formato: | CEU research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Fall2004
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | This study examined aspects of self-assessment, a metacognitive ability, and oral narrative production in 401 children between 5 and 12 years of age. Oral narrative production was evaluated through the administration of the Test of Narrative Language (TNL). Self-assessment of narrative performance was determined by asking children to self-evaluate their ability to 'tell a good story' by pointing to one of five pictures from a 'very happy face' (rating of 5) to a 'very sad face' (rating of 1). Analysis of the data demonstrated that (a) older children (>/= 10 years of age) were more accurate than younger children in their ability to self-evaluate narrative performance; (b) there was a significant difference in narrative production skills between children who rated themselves as poor performers (self-rating of 1 or 2) and children who were high self-raters (>/= 3); (c) narrative self-evaluation varied in relation to gender, with males tending to more frequently overestimate their narrative ability; and (d) children with poor narrative ability were more likely to overestimate the quality of their narrative production than good narrators were. Clinical implications and future directions are discussed. |
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