Rubric for Narrative Analysis
Location
CSU Ballroom
Start Date
20-4-2015 2:00 PM
End Date
20-4-2015 3:30 PM
Student's Major
Speech, Hearing, and Rehabilitation Services
Student's College
Allied Health and Nursing
Mentor's Name
Megan Mahowald
Mentor's Email Address
megan.mahowald@mnsu.edu
Mentor's Department
Speech, Hearing, and Rehabilitation Services
Mentor's College
Allied Health and Nursing
Description
As classrooms become more diverse, teachers and speech-language pathologists face many challenges in assessing and educating students of different language backgrounds. This necessitates increased attention to the cultural and linguistic variations in language and the obstacles they create in academic settings. Narratives (which demonstrate the ability to tell a story from personal experiences) have been widely recognized as a valuable source of data to predict academic performance. The goal of this project was to develop a rubric to analyze the narrative productions of 5th grade European American and African American children. These narratives were previously collected in another study as part of larger language sampling measures. Prior to building the rubric, a literature review was conducted to survey methods of narrative analysis. Other studies were evaluated for research comparing Standard American and African American English narratives. The rubric was then developed to analyze the global structure, local structure, and use of evaluation in the narrative samples. Preliminary findings suggest that the rubric appears to be an unbiased method for analyzing patterns of communication within the given sample of narratives. If used appropriately, this tool could identify differences between African American English and academic language used in mainstream curriculum. Once these distinctions are identified, practitioners can develop strategies to address language barriers in the classroom and help students succeed academically.
Rubric for Narrative Analysis
CSU Ballroom
As classrooms become more diverse, teachers and speech-language pathologists face many challenges in assessing and educating students of different language backgrounds. This necessitates increased attention to the cultural and linguistic variations in language and the obstacles they create in academic settings. Narratives (which demonstrate the ability to tell a story from personal experiences) have been widely recognized as a valuable source of data to predict academic performance. The goal of this project was to develop a rubric to analyze the narrative productions of 5th grade European American and African American children. These narratives were previously collected in another study as part of larger language sampling measures. Prior to building the rubric, a literature review was conducted to survey methods of narrative analysis. Other studies were evaluated for research comparing Standard American and African American English narratives. The rubric was then developed to analyze the global structure, local structure, and use of evaluation in the narrative samples. Preliminary findings suggest that the rubric appears to be an unbiased method for analyzing patterns of communication within the given sample of narratives. If used appropriately, this tool could identify differences between African American English and academic language used in mainstream curriculum. Once these distinctions are identified, practitioners can develop strategies to address language barriers in the classroom and help students succeed academically.
Recommended Citation
Van De Steeg, Elisa. "Rubric for Narrative Analysis." Undergraduate Research Symposium, Mankato, MN, April 20, 2015.
https://cornerstone.lib.mnsu.edu/urs/2015/poster_session_B/2
