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Title

A COMPARISION OF NARRATIVE CONTENT ANALYSIS METHODOLOGIES USING THE ORAL AND WRITTEN NARRATIVES OF FOURTH-GRADE CHILDREN

Organization

Department: Communication Sciences

University: Idaho State University College: Health Professions Department: Communication Sciences 19

Document Attachments

Resource	Length	Width	Thickness
Paper	0	0	0

Specimen Elements

City

Pocatello

Coverage

Unknown to Unknown

Creator

Julie M. Spencer

Publisher

Idaho State University

Type

Thesis

Is Complete

No

Date Published

9/6/2018

Archive

digital

City: Pocatello

Degree

Master

Document Attachments

Abstracts

This study compared narrative content assessments to explore differences of information offered by each method and to describe differences of oral and written narratives generated by typically developing children. The oral and written narratives of 21 typically developing fourth- grade children were evaluated using three measures: The Index of Narrative Complexity (INC), Story Level (SL), and Percent of Dyadic Constituents (PDC). All three measures demonstrated a normal distribution, indicating that each offered meaningful descriptive capability. There were no significant correlations between the complexity measures in the oral narratives and only SL and PDC demonstrated significant correlation in the written narratives, indicating fundamental differences in the type of information yielded. Oral narratives scored higher on all measures of complexity and productivity. The results support further research into research to describe the narratives of a wider age range and to determine whether the methods can be usefully applied to individuals with language impairment.