Performance differences between verbally talented preschoolers and their regular counterparts in storytelling

The primary purpose of this study was to compare language and narrative skills of both talented and regular young children in Taiwan. The participants were asked to tell a story based on images in children’s picture books. Twelve children, who participated in a screening session designed to identify...

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Bibliographic Details
Published in:Gifted education international 2015-09, Vol.31 (3), p.214-231
Main Authors: Jen, Enyi, Tseng, Christine Chifen, Kuo, Ching-Chih
Format: Article
Language:English
Subjects:
Age Differences
Audio Equipment
Check Lists
Child Language
Children
Childrens picture books
Coding
Comparative Analysis
Foreign Countries
Grammar
Information sharing
Intelligence
Intelligence Tests
Language disorders
Language Skills
Likert Scales
Observation
Picture Books
Preschool Children
Problem solving
Story Telling
Storytelling
Taiwan
Talent
Talent Identification
Test of Nonverbal Intelligence
Verbal Ability
Vocabulary
Wechsler Preschool Primary Scale of Intell (Rev)
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Summary:The primary purpose of this study was to compare language and narrative skills of both talented and regular young children in Taiwan. The participants were asked to tell a story based on images in children’s picture books. Twelve children, who participated in a screening session designed to identify young talented children for the Enrichment Program for Cultivating Problem Solving Abilities and Multiple Intelligences for Talented Preschoolers (PSMIGP program), were divided into a verbally talented group (VT) and a regular group (RE). The stories told by the participants were tape-recorded, transcribed, and coded using the Child Language Data Exchange System (CHILDES). The results indicated that the verbally talented children demonstrated their linguistic talents at as young as four years of age. In telling a story, they used more clauses and more words that were different to complete the task. In addition, they used more modifiers (i.e. adjectives and adverbs) and employed more conjunctions that were more complex. However, there were no differences between the two groups in mean length of utterance (MLU) and type-token ratios (TTRs). This paper presents a discussion on the implications of this study and offers suggestions for future research.
ISSN:0261-4294
2047-9077
2407-9077
DOI:10.1177/0261429414526333