A Comparison of Storytelling Skills between Preschool Children at Risk for Learning Disabilities and Typically Developing Children 학습장애 위험군 아동과 일반 아동의 이야기 산출 능력 비교
Communication Sciences and Disorders, cilt.31, sa.2, ss.241-260, 2026 (ESCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 31 Sayı: 2
- Basım Tarihi: 2026
- Doi Numarası: 10.12963/csd.260231
- Dergi Adı: Communication Sciences and Disorders
- Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus
- Sayfa Sayıları: ss.241-260
- Anahtar Kelimeler: Learning disability risk group, Narrative, Retelling stories, Story generation, Storytelling, Typically developing children
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Gazi Üniversitesi Adresli: Evet
Özet
Objectives: This study aimed to compare the story retelling and story generation skills of preschool children at risk for learning disabilities and typically developing peers in terms of macro- and microstructural narrative features. In addition, the study examined the relationships between children's narrative performance and their verbal working memory and rapid automatized naming abilities. Methods: The study group consisted of 52 preschool children aged 60–72 months, including 26 identified as being at risk for learning disabilities and 26 typically developing children. A comparative and correlational research design was employed to examine group differences in narrative performance. Story retelling data were collected using the wordless picture book Frog, Where Are You?, while story-generation data were obtained using Good Night, Gorilla. Macrostructural features were assessed using the Narrative Scoring Scheme, and microstructural features were analyzed using the Systematic Analysis of Language Transcripts software. Results: Children in the learning disability risk group demonstrated significantly lower macro- and microstructural performance in both story retelling and story generation compared to their typically developing peers. Moderate positive associations were observed between children's verbal working memory and macrostructural narrative scores in both groups. In the typically developing group, verbal working memory was also associated with microstructural indicators such as lexical diversity and total word count. Conclusion: These findings highlight the importance of narrative skills as a potential early indicator of risk for learning disabilities and support the inclusion of narrative-based assessments in early screening procedures.