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Seventy-four kindergarten and first-grade DLL participants from low socioeconomic backgrounds were assessed using microstructural indices (NDW, words per minute, verb accuracy) and macrostructural story-element measures. Path analyses examined variable relations, showing narrative measures sensitive to developmental change, with fall NDW and macrostructural elements relating to spring outcomes and spring WPM predicted by fall WPM.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/english-narrative-language-growth-across-the-school-year-young-spanishenglish-dual-language-learners-abstract-and-study-overview/599035/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/english-narrative-language-growth-across-the-school-year-young-spanishenglish-dual-language-learners-abstract-and-study-overview/599035.png","ImageObject",300,407,{"name":92,"@type":93},"jay","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the study trying to determine about dual language learners?","Question",{"text":112,"@type":113},"The study described DLLs’ narrative retell performance in fall and spring and examined predictive relationships between measures over the school year.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which assessment measures were used to evaluate narrative retells?",{"text":117,"@type":113},"Microstructural measures included number of different words (NDW), words per minute (WPM), and verb accuracy. Macrostructural measures included total story elements and different types of story elements.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the results suggest about language growth across the school year?",{"text":121,"@type":113},"Narrative measures were sensitive to developmental differences. Fall NDW related moderately to spring NDW and to spring macrostructural elements, and spring WPM was uniquely predicted by fall WPM.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599035,1792191388,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","English Narrative Language Growth Across the School Year: Young Spanish–English Dual Language Learners  \nCarla Wood, PhD 1, Mary Claire Wofford, MS 1, Clariebelle Gabas, MS 1, and Yaacov Petscher, PhD 1  \nCommunication Disorders Quarterly 2018, Vol. 40(1) 28–39  \n© Hammill Institute on Disabilities 2018 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/1525740118763063](DOI: 10.1177/1525740118763063)[ ](DOI: 10.1177/1525740118763063)[cdq.sagepub.com](cdq.sagepub.com)  \nAbstract  \nThis study aimed to describe the narrative retell performance of dual language learners (DLLs) in the fall and spring of the school year and examine predictive relationships. Participants included 74 DLLs in kindergarten and first grade from low socioeconomic backgrounds. Microstructural measures included number of different words (NDW), words per minute (WPM), and verb accuracy. Macrostructural measures included number of total story elements and number of different types of story elements. Path analysis models were used to test the relations among variables. Findings indicated that narrative measures were sensitive to developmental differences across the school year. Fall NDW performance in narrative retells was moderately related to both spring NDW and the total number of macrostructural elements in the spring. Spring WPM was uniquely predicted by fall WPM. Authors concluded that narrative retells are sensitive to developmental differences across a school year for DLLs. Findings support the use of narrative retell measures as a promising tool to examine and describe English language growth of young DLLs within a school year.  \nKeywords  \ndual language learner, language development, narratives, progress monitoring, Spanish–English speakers  \nGiven the changing demographic characteristics of schools in the United States, there is an increasing demand for language assessments suitable for progress monitoring of dual language learners (DLLs) to support teachers and related personnel in meeting the educational needs of students from linguistically diverse backgrounds. In essence, DLLs can refer to a widely diverse group of language learners, though they generally include simultaneous bilinguals and second language learners (Paradis, Genesee, & Crago, 2011) . As a result, there is a growing demand for less biased assessment options and more knowledge relating to expected rates of language growth for progress monitoring language development of students who are from linguistic minority backgrounds, particularly Spanish–English speaking DLLs. Although language norms are well established for monolinguals (Paradis et al., 2011), assessment and progress monitoring of DLLs’ language skills may yield different results given that Spanish–English speaking children in the United States have unique language input and experience (Hoffet al., 2012) resulting in fundamentally different oral language and growth rates than monolinguals. Differences in the opportunity to learn words and develop oral language skills are influenced by differences in socioeconomic, cultural, and linguistic backgrounds, which warrant  \nconsideration and further research on language performance of DLLs on assessments (Bandel, Atkins-Burnett, Castro, Wulsin, & Putnam, 2012) . More information on typical school year growth is needed for progress monitoring and instructional planning for the provision of appropriate supports responsive to the needs of DLLs.  \nOne approach to assessing language growth during the school year is through language sampling. The use of language sampling is a well-established “best practice” in the assessment of children’s expressive language skills and is preferred practice for child language assessment (American Speech-Language-Hearing Association [ASHA], 2004) . The use of language sampling through oral narratives is one option for gathering authentic assessment information","cbCaikykOU1dtWnV","https://ap.wps.com/l/cbCaikykOU1dtWnV","pdf",679071,12,"English","# Abstract\n## Study Design and Participants\n## Measures and Analysis\n## Key Findings\n# Background on Language Assessment for DLLs\n## Language Sampling and Narrative Retells\n## Need for Expected Growth Data\n# Theoretical Motivation\n## Constructivist Framework and Input Frequency","[{\"question\":\"What was the study trying to determine about dual language learners?\",\"answer\":\"The study described DLLs’ narrative retell performance in fall and spring and examined predictive relationships between measures over the school year.\"},{\"question\":\"Which assessment measures were used to evaluate narrative retells?\",\"answer\":\"Microstructural measures included number of different words (NDW), words per minute (WPM), and verb accuracy. Macrostructural measures included total story elements and different types of story elements.\"},{\"question\":\"What did the results suggest about language growth across the school year?\",\"answer\":\"Narrative measures were sensitive to developmental differences. Fall NDW related moderately to spring NDW and to spring macrostructural elements, and spring WPM was uniquely predicted by fall WPM.\"}]","English Narrative Language Growth Across the School Year: Young Spanish–English Dual Language Learners - Abstract and Study Overview | PDF",1792088050]