The Test of Narrative Language–Second Edition (TNL-2) is a norm-referenced test that measures children’s narrative language abilities (i.e., children’s ability to understand and tell stories). The TNL-2 enables clinicians to assess important aspects of narrative language without having to transcribe children’s stories – saving hours of transcription time. pp. The Test of Narrative Language (TNL-2) assesses a child's ability to understand and construct narratives, both personal and fictional, and scripts, to assess for language disorders. Production of narratives is a rigorous test of many levels and aspects of language content, form, and use. ; expressed suing past tense verbs and recount actual experiences, or someone else's personal experience either observed or heard about; Asked to verbally share something to happen; typically report unique experiences and do not describe repetitious experiences such as getting ready for school,when a child spontaneously relates what they have experienced; the key variable between accounts and recounts is the presence versus absence of prompts to tell about and experience; children talk about their own experiences - nonfiction accounts of specific events that were worth talking about, such as the time there was a water fight with the neighborhood children; also been called a personal narrative or personal event narrative; usually told to listeners who were not apart of the event; accounts are initiated by the speaker while personal narratives may be either spontaneous (self-initiated) or elicited.narrative language may be a description of ongoing activities, a report of factual scenes or a plan for future activity;fictionalized accounts of animate beings attempting to carry out a goal; they relate past, present and future events that are not real; reflect cultural differences; Engel reports that children use stories to get comfortable with or to master potent emotional material; create distance from a feared event; human memory is story based and our communication is limited by the number of stories we know to tell pg 2,a verbal account of what usually or routinely occurs; typically told in the present tense, in contrast to a recount of a specific event whihc is told in past tense; scripts are narrative in germ; generally employ the 2nd person pronoun 'you' and connect parts of a routine with simple connectives such as 'and or 'andthen'; resemble what has been called "procedural discourse - a request to tell the steps in a procedure" which is usually considered expository rather than narrative pg 3.How are narrative and expository discourse different?expository discourse tends to instruct such as telling how to make a peanut butter and jelly sandwich whereas a narrative explains something that has happened or entertain; teachers use expository discourse to test knowledge of students; students oral or written reports for history, social studies, or science classes are examples of expository discourse,larger units of language; includes several genres - conversational, narrative, and expository,instructs or presents information; oral or written explanations of how to do somethings or how to play a game would be expository we well as lectures and descriptions such as picture description tasks.T or F: Text refers to oral and written units of language, larger than a sentence, that have a common theme and show cohesive patterns.T or F: The speaker demands for producing narrative discourse are greater than for producing conversational discourse in which both partners contribute tot he progress of a conversation.Difference of the role of the listener between conversational and narrative discourse,conversational partners must adjust for each others shared knowledge just like a speaker engaging in narrative discourse does, but the feedback from partners is immediate and occurs more frequently during conversations. Because language is both what is learned and a medium for learning children with langauge deficits may be expected to have some difficulties in school. When a sequence of pictures is added to help the child comprehend what happened and to prompt memory for the events of the story during retelling, there is a great deal of support for narrative production. When assessing the narrative language fo children from a nonmainstream culture, they should be asked to tell the kinds of narratives that are common in teh school culture, in the ways that children are expected to talk and write in school; The clinician who uses this is less likely to make decisions that are discriminatory and would result in placement on caseloads of children whose differences in narrative discourse are due to cultural and linguistic differences not to deficits. Narrative language skill is associated with other academic skills.On major reason to assess narratives is the close association between narrative language and other academic skills:Children at risk for langauge problems are likely to be at risk for academic failure.
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