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Document Type
Article
Publication Date
2014
Abstract
The purpose of the current study was to evaluate the effectiveness of the Kindergarten Language Benchmark Assessment (KLBA) (Preschern & Konikoff, 2013) in identifying at risk narrative abilities in English Language Learners (ELLs) whose primary language is Spanish, as well as in monolingual English speakers. In addition, the study compared the effectiveness of the KLBA scoring system with the established measure of high point analysis for Spanish ELLs, and examined the performance of English monolinguals on the same assessment. The KLBA was administered in September, and again in January. The children's narratives were scored using the KLBA measure, transcribed, and coded for elements and narrative pattern using high point analysis. Participants included nine children, three in a Spanish group and six in an English comparison group . Six of the nine participants, four English and two Spanish, passed the KLBA during both administrations. High point analysis results revealed that none of the participants in either group produced an age-appropriate narrative. The children who produced the least sophisticated narrative patterns failed the KLBA. Results suggested that the KLBA Narrative Story Retell Subtest effectively identified highly at-risk narratives, but did not consistently identify all at risk narratives. With further modification, the KLBA could be an effective screening tool for narrative language abilities in both monolingual and bilingual populations.
Recommended Citation
Hunt, Rebecca, "Bilingual Narrative Assessment: Evaluation of the Kindergarten Language Benchmark Assessment in Native Spanish-Speaking Children" (2014). Undergraduate Honors Theses. 92.
https://thekeep.eiu.edu/honors_theses/92
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