The Relationship Between Oral and Written Language in Narrative Production by Arabic-Speaking Children: Fundamental Skills and Influences.

PURPOSE: This study aims to investigate the relationship between oral and written language skills in narrative production among Arabic-speaking children, focusing on cognitive and linguistic abilities. It examines the differences in narrative parameters between oral and written narratives and explores the associations between these parameters and cognitive and linguistic skills. METHOD: The research involved 237 sixth-grade Arabic-speaking students from low-socioeconomic status schools in Israel. Each participant was instructed to orally tell a narrative and to write another narrative based on two sets of six sequential pictures. Various narrative features were analyzed, including word count for length, type-token ratio (TTR) for lexical diversity, mean length of utterance (MLU) for morphosyntax, and number of episodes for macrostructure. Cognitive linguistic measures, including Raven's Progressive Matrices, reading comprehension (RC), and morphological awareness (MA) were also assessed. RESULTS: The study found significant differences between oral and written narratives regarding lexical diversity and macrostructure. Participants exhibited significantly higher TTR in written narratives compared to oral narratives, whereas the number of episodes was significantly higher in oral narratives than in written ones. However, no significant differences were observed in narrative length or MLU. Moreover, the study identified significant predictors for various aspects of written narratives, particularly MA and RC, which significantly predicted TTR, MLU, and macrostructure. Additionally, the inclusion of word count in oral narratives significantly enhanced the explained variance for narrative length and macrostructure in written language. CONCLUSIONS: The results highlight the importance of the oral-written interface in both micro- and macrostructure representations in both oral and written modalities. They suggest that cognitive and linguistic skills, such as MA and RC, play a crucial role in narrative production. The findings have implications for educational practices and literacy outcomes in the Arab world, enhancing the understanding of the challenges and strategies involved in written language production among Arabic-speaking children.

Evaluation devices in the narratives of deaf/hard of hearing and hearing Arabic-speaking adolescents.

BACKGROUND: Pragmatic language use in general and the use of evaluation devices (EDs) are very important components in everyday communication and expressing thoughts and feelings in narrative production. However, very little is known about the use of evaluative devices in the narratives of Arabic-speaking adolescents, especially those who are deaf and hard of hearing (DHH). AIMS: The present study investigated the use of EDs in personal oral narratives elicited from 124 hearing and DHH Arabic-speaking adolescents. METHODS & PROCEDURES: Each participant was asked to tell a personal story about a time he or she was in a dangerous situation. Narratives were transcribed and coded for nine different types of evaluation. OUTCOMES & RESULTS: A three-way interaction of group (hearing/DHH) by gender (Female/Male) by evaluation type emerged such that female hearing adolescents' narratives contained significantly more frames of mind than the narratives of DHH females and hearing males and more hedges than DHH females. In addition, hearing males' narratives contained more hedges than those of DHH males and more negative comments than the narratives of both hearing females and DHH males. CONCLUSIONS & IMPLICATIONS: The present research identifies factors that facilitate narrative abilities by DHH. Discussion centres on explanations for group and gender differences in terms of exposure and language socialization. WHAT THIS PAPER ADDS: What is already known on this subject Although narratives have been researched extensively in comparisons of hearing and deaf and hard of hearing (DHH) children, only a few studies have examined pragmatic language use in general and evaluation devices in particular. These studies show that the narratives of DHH children and adolescents contain fewer figurative expressions, frames of mind and hedges and that children who are DHH have difficulty comprehending and producing metaphors. Very little is known about the use of evaluative devices in the narratives of Arabic-speaking adolescents, especially those who are DHH. What this study adds The present study found that hearing participants produced significantly more evaluation devices (Eds) than their DHH peers, and female participants produced significantly more EDs than their male peers. Moreover, hearing females' narratives contained more frames of mind and more hedges than did the narratives of DHH females; also, hearing females' narratives contained more frames of mind than those of hearing males. In addition, hearing males' narratives contained more hedges than those of DHH males. Finally, hearing males' narratives had more negative comments than both the narratives of hearing females and those of DHH males. Clinical implications The one evaluation device produced in large numbers (hedges) by adolescents who are DHH was expressed in only one of two ways. One important clinical implication of this finding is that pragmatic language in general and use of EDs in particular should be part of any speech and language evaluation. Another takeaway is that intervention should attempt to provide rich exposure to social communicative language, providing many ways to convey each function, enabling adolescents to communicate in different contexts.

Correction: Global TALES feasibility study: Personal narratives in 10-year-old children around the world.

[This corrects the article DOI: 10.1371/journal.pone.0273114.].

Tele-Assessment of Oral Personal Narratives in Arabic- and Hebrew-Speaking Children Using the Global TALES Protocol.

INTRODUCTION: Tele-assessment (TA) has the potential to enhance access to speech therapy. This preliminary study aimed to investigate the impact of assessment mode (face-to-face [FTF] vs. TA) on the microstructure level and chosen topics of personal narratives produced by Arabic-speaking and Hebrew-speaking school-age children living in Israel. We also investigated whether performance variations, if evident, could be attributed to the children's language/culture. METHODS: Eighty-nine 10-year-old children, 38 Arabic-speaking and 51 Hebrew-speaking, living in Israel, participated in this study. Forty participants were assigned to a TA group (via Zoom) and 49 to a FTF group. All participants were assessed using the Global TALES protocol, generating six personal narratives each. The narratives were analyzed regarding the following microstructural measures: total number of words, total number of utterances (TNU), number of different words, and mean length of utterance in words (MLU-W). Additionally, each narrative was categorized into a topic according to the Global TALES protocol. RESULTS: The analysis revealed no significant main effect of assessment mode on any of the microstructure measures. However, a significant interaction effect between language/culture and assessment mode was found for TNU and MLU-W, with a significant main effect for TNU exclusively in the Arabic narratives, with the Arabic-speaking children producing more utterances through FTF compared to TA. Across language/culture groups, there was a significant effect of assessment mode on the chosen topic. Additionally, there were significantly higher scores in the Hebrew compared to the Arabic narratives in all microstructure measures, and language/culture also influenced the chosen topics. CONCLUSIONS: The results support the feasibility of TA mode for assessing personal narratives in school-aged children, using the Global TALES protocol. However, the results also suggest that TA results may be affected by the language/culture of the narrator. Finally, the findings highlight the potential influence of TA on the chosen topics of personal narratives, perhaps due to a decrease in the quality of communication in TA.

Global TALES feasibility study: Personal narratives in 10-year-old children around the world.

Personal narratives make up more than half of children's conversations. The ability to share personal narratives helps build and maintain friendships, promotes physical and emotional wellbeing, supports classroom participation, and underpins academic success and vocational outcomes. Although personal narratives are a universal discourse genre, cross-cultural and cross-linguistic research into children's ability to share personal narratives is in its infancy. The current study addresses this gap in the research by developing the Global TALES protocol, a protocol comprising six scripted prompts for eliciting personal narratives in school-age children (excited, worried, annoyed, proud, problem situation, something important). We evaluated its feasibility with 249 ten-year-old children from 10 different countries, speaking 8 different languages, and analyzed researchers' views on the process of adapting the protocol for use in their own country/language. At group-level, the protocol elicited discourse samples from all children, although individual variability was evident, with most children providing responses to all six prompts. When investigating the topics of children's personal narratives in response to the prompts, we found that children from around the world share many commonalities regarding topics of conversation. Once again individual variability was high, indicating the protocol is effective in prompting children to share their past personal experiences without forcing them to focus on one particular topic. Feedback from the participating researchers on the use of the protocol in their own countries was generally positive, although several translation issues were noted. Based on our results, we now invite clinical researchers from around the world to join us in conducting further research into this important area of practice to obtain a better understanding of the development of personal narratives from children across different languages and cultures and to begin to establish local benchmarks of performance.

Identification and Comprehension of Narrow Focus by Arabic-Speaking Adolescents With Moderate-to-Profound Hearing Loss.

PURPOSE: Processing narrow focus (NF), the stressed word in the sentence, includes both the perceptual ability to identify the stressed word in the sentence and the pragmatic-semantic ability to comprehend the nonexplicit linguistic message. NF and its underlying meaning can be conveyed only via the auditory modality. Therefore, NF can be considered as a measure for assessing the efficacy of the hearing aid (HA) and cochlear implants (CIs) for acquiring nonexplicit language skills. The purpose of this study was to assess identification and comprehension of NF by HA and CI users who are native speakers of Arabic and to associate NF outcomes with speech perception and cognitive and linguistic abilities. METHOD: A total of 46 adolescents (age range: 11;2-18;8) participated: 18 with moderate-to-severe hearing loss who used HAs, 10 with severe-to-profound hearing loss who used CIs, and 18 with typical hearing (TH). Test materials included the Arabic Narrow Focus Test (ANFT), which includes three subtests assessing identification (ANFT1), comprehension of NF in simple four-word sentences (ANFT2), and longer sentences with a construction list at the clause or noun phrase level (ANFT3). In addition, speech perception, vocabulary, and working memory were assessed. RESULTS: All the participants successfully identified the word carrying NF, with no significant difference between the groups. Comprehension of NF in ANFT2 and ANFT3 was reduced for HA and CI users compared with TH peers, and speech perception, hearing status, and memory for digits predicted the variability in the overall results of ANFT1, ANFT2, and ANFT3, respectively. CONCLUSIONS: Arabic speakers who used HAs or CIs were able to identify NF successfully, suggesting that the acoustic cues were perceptually available to them. However, HA and CI users had considerable difficulty in understanding NF. Different factors may contribute to this difficulty, including the memory load during the task as well as pragmatic-linguistic knowledge on the possible meanings of NF.

Morphology and Syntax in Arabic-Speaking Adolescents Who Are Deaf and Hard of Hearing.

Purpose Diagnoses, assessments, and treatments, as well as social and language interventions, can be effective in identifying and interpreting specific linguistic features that present special challenges to the language abilities of individuals who are deaf and hard of hearing (DHH). This article reports on a study analyzing complex sentences and morphosyntactic error production by Arabic-speaking adolescents who are hearing and DHH. Method A total of 124 adolescents participated, all native speakers of Arabic in Grades 6-10 (63 hearing and 61 DHH). The participants were asked to provide an oral narrative about a dangerous experience. Results Both groups produced a low mean percentage of complex sentences out of the total number of clauses. However, adolescents who are DHH produced significantly fewer complex sentences and more morphosyntactic errors when compared with their hearing peers. The most common errors produced by both groups were clause errors including omission of subject or predicate and errors in word order. Determiner errors were produced significantly more often by adolescents who are DHH. Conclusions To our knowledge, this study is one of the first to investigate morphosyntactic aspects of complex sentences and morphosyntactic errors produced by Arabic-speaking adolescents who are hearing and DHH. This study therefore has significance for further research on language development among Arabic speakers and on definitions of vulnerable linguistic aspects in DHH.

Narrative Production in Arabic-speaking Adolescents with and without Hearing Loss.

The present study investigated oral personal narratives elicited from Arabic speaking adolescents with and without hearing loss. Analyses focused on macrostructure, microstructure, and Modern Standard Arabic (MSA). For macrostructure, narratives were examined for structural components (abstract, orientation, complication, evaluation, resolution, and coda) and narrative patterns: classic (a high point followed by a resolution), high point ending, chronological, and leap frogging (jumps from one event to another). Microstructure included morpho-syntactic errors and complex sentences. MSA features were lexis and syntax. The narratives of adolescents with hearing loss tended to lack an evaluation component (expressing the narrator's perspective), contained more morpho-syntactic errors, fewer complex sentences, and fewer expressions of MSA than narratives of their hearing peers. Findings are discussed in terms of dissociation between macrostructure and microstructure in an attempt to shed light on those features of narrative which might benefit clinicians and educators working with Arabic speaking adolescents with hearing loss.