Story Retelling Research Articles

Evaluating Speaker-Listener Cognitive Effort in Speech Communication Through Brain-to-Brain Synchrony: A Pilot Functional Near-Infrared Spectroscopy Investigation.

We explore a new approach to the study of cognitive effort involved in listening to speech by measuring the brain activity in a listener in relation to the brain activity in a speaker. We hypothesize that the strength of this brain-to-brain synchrony (coupling) reflects the magnitude of cognitive effort involved in verbal communication and includes both listening effort and speaking effort. We investigate whether interbrain synchrony is greater in native-to-native versus native-to-nonnative communication using functional near-infrared spectroscopy (fNIRS). Two speakers participated, a native speaker of American English and a native speaker of Korean who spoke English as a second language. Each speaker was fitted with the fNIRS cap and told short stories. The native English speaker provided the English narratives, and the Korean speaker provided both the nonnative (accented) English and Korean narratives. In separate sessions, fNIRS data were obtained from seven English monolingual participants ages 20-24 years who listened to each speaker's stories. After listening to each story in native and nonnative English, they retold the content, and their transcripts and audio recordings were analyzed for comprehension and discourse fluency, measured in the number of hesitations and articulation rate. No story retellings were obtained for narratives in Korean (an incomprehensible language for English listeners). Utilizing fNIRS technique termed sequential scanning, we quantified the brain-to-brain synchronization in each speaker-listener dyad. For native-to-native dyads, multiple brain regions associated with various linguistic and executive functions were activated. There was a weaker coupling for native-to-nonnative dyads, and only the brain regions associated with higher order cognitive processes and functions were synchronized. All listeners understood the content of all stories, but they hesitated significantly more when retelling stories told in accented English. The nonnative speaker hesitated significantly more often than the native speaker and had a significantly slower articulation rate. There was no brain-to-brain coupling during listening to Korean, indicating a break in communication when listeners failed to comprehend the speaker. We found that effortful speech processing decreased interbrain synchrony and delayed comprehension processes. The obtained brain-based and behavioral patterns are consistent with our proposal that cognitive effort in verbal communication pertains to both the listener and the speaker and that brain-to-brain synchrony can be an indicator of differences in their cumulative communicative effort. https://doi.org/10.23641/asha.25452142.

Re-telling stories: A mixed method to evaluate the impact of Tree of Life metaphor on experiences of young refugees

The research assessed the effectiveness of the Tree of Life narrative approach in supporting vulnerable refugee children in schools. The study employed both quantitative and qualitative methods, finding positive and significant improvements in areas such as self-confidence, future goals, school enjoyment, motivation, and parental understanding. No significant change was observed in participants’ pride in their cultural heritage. Qualitative analysis revealed seven categories, affirming the Tree of Life’s positive impact on participants’ lives, including increased confidence, positive behavioural changes, and improved social relationships.

Inhibitory Control, Cognitive Flexibility, and the Production of Disfluencies in Children Who Do and Do Not Stutter.

Differences in inhibitory control and cognitive flexibility between children who stutter (CWS) and children who do not stutter (CWNS) have been previously demonstrated. The aim of the current study was to investigate whether the previously reported inhibitory control- and cognitive flexibility-related performance costs for CWS are associated with the number of speech disfluencies that they produce. Participants were 19 CWS (Mage = 7.58 years, range: 6.08-9.17) and 19 CWNS matched on age and gender (Mage = 7.58 years, range: 6.08-9.33). Gamma regression models were used to investigate possible associations between performance costs in speed and accuracy measured during a computer task evaluating inhibitory control and cognitive flexibility and the number of speech disfluencies during video-recorded speech samples (story retelling and casual conversation). Two significant interactions were observed. For both inhibitory control and cognitive flexibility, we identified a significant group and inhibitory control/cognitive flexibility performance-cost interaction in stuttering-like disfluencies (SLDs), indicating that the performance-cost effects on SLD production were significantly higher in the CWS group, compared to the CWNS group. CWS with reduced inhibitory control or cognitive flexibility produce more SLDs, but not other disfluencies. These results are partly in line with some previous findings in nonstuttering and stuttering populations linking inhibitory control and cognitive flexibility weaknesses to the production of speech disfluencies.

Comparing Spoken Versus iPad-Administered Versions of a Narrative Retell Assessment Tool in a Practice-Based Research Partnership.

In the current age of greater digital delivery of services, it is important to examine the validity and differences between spoken and digital delivery of materials. The current study is a practice-based research partnership between school-based speech-language pathologists (SLPs) and researchers, evaluating presentation effects and validity of a narrative retell assessment tool created by SLPs. Fifty-one children across kindergarten, Grade 1, and Grade 2 completed the narrative retell task, retelling One Frog Too Many and Frog Goes to Dinner in three in-person story presentation conditions administered 1 week apart: spoken, iPad with audio-recorded natural rate of speech, and iPad with slow rate of speech. This was followed by 10 comprehension questions related to story events. Children also completed the Story Retelling subtests from the Test of Integrated Language and Literacy Skills (TILLS). Children recalled significantly fewer events in the spoken condition compared to audio-recorded iPad conditions. No significant effect of speaking rate was found. Presentation condition and rate did not affect performance on comprehension questions. Correlations among retell measures and corresponding subtests on a standardized language test ranged from weak to strong, providing some evidence of concurrent validity. This practice-based research partnership provided valuable insight into differences in delivery modality as well as the validity of a school-based SLP created narrative retell assessment tool. This study found that rate did not impact recall of events or performance on comprehension questions. Additionally, children performed better on narrative retell measures when stories were told using an iPad. This highlights the potential for iPad delivery as an option in narrative retell tasks. Finally, this study provided an initial examination of the Narrative Evaluation Tool's validity, finding the tool captures ability to recall narrative events; however, future studies are needed to examine the tool's validity as a measure of narrative comprehension. https://doi.org/10.23641/asha.25260910.

Diagnostic Accuracy of Grammaticality and Utterance Length in Bilingual Children.

The purpose of this study was to investigate the diagnostic accuracy of two measures derived from spontaneous language samples, mean length of utterance in words (MLUw) and percentage of grammatical utterances (PGU), in identifying developmental language disorder (DLD) in Spanish-English bilingual children. We examined two approaches: best language and total language. The participants in this study included 74 Spanish-English bilingual children with (n = 36) and without (n = 38) DLD. Language samples were elicited through a story retell and story generation task using Frog wordless picture books in English and Spanish. Stories were transcribed and coded using the Systematic Analysis of Language Samples (Miller & Iglesias, 2020) to extract MLUw and PGU in both languages. Logistic regression analyses suggested that a model that included PGU, MLUw, and age achieved the best diagnostic accuracy in predicting group membership. Both approaches, best language and total language, had fair diagnostic accuracy. In combination, PGU and MLUw seem to be useful diagnostic tools to differentiate bilingual children with and without DLD. Clinical implications and usability are discussed.

Narrative Intervention for Preschoolers Who Are Deaf and Hard of Hearing Using Listening and Spoken Language: A Pilot Study.

This pilot study aimed to examine the effects of a caregiver-supported, narrative-based intervention program on the story retelling skills of a group of preschoolers who are deaf and hard of hearing (D/HH) using listening and spoken language (LSL). A concurrent multiple baseline design across participants was used to determine the effect of a narrative intervention on the story retelling skills of three preschool-age participants who demonstrated complex language delays. Their primary caregivers also functioned as participants. The 6-week narrative intervention program was implemented using a caregiver coaching model during individual therapy sessions. The dependent variable probes were administered twice per week across phases to assess the preschool participants' story retelling skills, including story grammar, complexity, and completeness. Social validity was also evaluated using a caregiver questionnaire. A functional relation was demonstrated between the intervention and story retelling across all three preschool participants with notable increases in the inclusion of story grammar elements and episodic completeness. All three participants maintained scores above baseline levels on dependent variable probes across the 6-week maintenance period. Social validity was strong according to the results of a caregiver questionnaire completed at the conclusion of the intervention. These findings offer preliminary support for the use of a caregiver-supported, narrative-based intervention program to improve storytelling and retelling skills in preschoolers who are D/HH using LSL.

Connected Language Performance in Neurotypical and Persons with Aphasia: Use of the Brazilian-Portuguese Story Retell Procedure

Introduction: It is important to analyze the micro- and macrostructure of connected language production across languages in neurotypical and impaired speakers such as people with aphasia (PWA). However, the validity, reliability, sensitivity, or specificity of the available Brazilian-Portuguese connected language production batteries remains untested. Objective: The purpose of this study was to provide a preliminary assessment of the translated Brazilian-Portuguese Story Retell Procedure (SRP-BP) in PWA and neurotypical control participants (NCPs) and investigate whether the SRP can serve as a measure of overall communication impairment in PWA. Methods: This cross-sectional study was developed at the Federal University of São Paulo. Seven right-handed PWA and 14 NCPs were recruited. PWA had a single left-hemisphere post-stroke lesion and were without severe aphasia or non-fluent aphasia that might interfere with performing the SRP. The connected language measures calculated from the SRP-BP were the numbers of words, information units, and propositions produced. The data were analyzed with the non-parametric Mann-Whitney test. Results: The NCPs produced significantly more information units and propositions in each of the 12 SRP-BP stories than the PWA group. The same group results were found for the number of words for 11 of the 12 stories, with no statistically significant difference between groups for the Água (Water) story. Conclusion: The SRP-BP distinguished the connected language production of PWA from that of NCPs. These results motivate additional psychometric assessment and test development of the SRP-BP in neurotypical, PWA, and other language and cognitively impaired populations.

The Narration Process in Eco s Understanding Fiction and Reality

The present paper shall aim to demonstrate that a narration process is a semiotic tool, which, among other tasks, serves to execute a process of signification. My effort shall range from factual “stories” and “retold stories” to fictional ones. This is so because semiotics treats various “realities”, from which some may be realistically occurring, while others may represent imaginative “facts” invented by authors. One of the differences between the two, as Eco has also pointed out, is the factor of “time”, which is both semiotically and philosophically relevant. The purpose of this text is also to demonstrate that narration can be conceived of in multiple sorts of “times”, out of which only one we can physically live (above all, as one of the differences between artistic creation and real-time narration). A “fictive reality” relates to artistic creativities that are an object to their semiotic shaping and interpretation. In conclusion, one can state that interpretative semiotics is competent for this vision and relevant for the method’s future development.

Uncovering Iranian EFL Learners’ Repair Operations’ Employment in Story-Retelling

Abstract: Although Iranian EFL learners’ practices concerning the process of repair have been investigated by some researchers the state of Iranian EFL learners’ use of repair operations in narratives and story-retelling is underexplored. This study aimed to investigate how Iranian EFL learners manage communication during story retelling and identify the repair operations they use to overcome communication breakdowns. Based on Schegloff's theoretical framework of 10 repair operations, this study examined the preferences of forty EFL learners regarding the use of repair operations. In addition, the relationship between the gender and English proficiency level of EFL learners and repair operations in story retelling was investigated. After analyzing forty monologues totaling 183 minutes, the findings show that nonlinguistic repair operation and parenthesizing are the most and least frequently used operation. Moreover, recycling, replacing, deletion and insertion are found to be the second, third, fourth and fifth most frequent repair operations while abortion, searching, reformatting and sequence jumping are considered less used by the EFL learners. Additionally, the results of crosstabulation and chi-square tests show no statistically association between proficiency levels and repair operations as well as gender and repair operations employment by EFL learners in story-retelling. The findings might be useful to researchers, language educators and syllabus designers.

Viewing Intentional Teaching Gestures: The Impact on Learners’ Japanese Output

Intentional Teaching Gestures are gestures that have been created as a pedagogical tool for second language teaching and learning and are used in many Japanese programs. Despite their widespread use, little is known about their impact on students’ oral language production. Therefore, the purpose of this study was to explore the effect of Intentional Teaching Gestures on students’ Japanese production. This paper reports on the quality of students’ oral language production from two Story Re-tell tasks, one with and one without viewing Intentional Teaching Gestures (ITG), after learning Japanese as a second language with ITG. Thematic analysis was undertaken of the Story Re-tell transcription data from 170 primary school participants. Findings identify that viewing ITG whilst doing Story Re-tell positively impacted learners’ oral production. The breadth of benefits included increases in the quantity of output that students produced, the expanded informational content included in their stories, and students’ increased use of a range of verbs and particles in their utterances. Viewing ITG also provided support for students’ structuring of utterances, supported self correction, and led to an improvement in their overall oral performance. These benefits have wide ranging pedagogical implications for Japanese teachers and learners.

Indicating intellectual and emotional states in narrating

The focus of this study is on how children in their retelling of oral stories indicate their understanding of the intentions and feelings of fictional characters. The method used is video documentation of storytelling activities in a preschool, involving 15 children aged 3–5 years and their teachers. The findings clarify how the children indicate the intellectual and emotional states of the fictional characters of stories in three ways: through (i) explicating, (ii) certain forms of gesturing and facial expressions, and (iii) sound symbolism. The educational implications of the findings are discussed in terms of how sound symbolism and gesturing in storytelling are critical to social justice – in allowing children not speaking the majority language to participate in storytelling.

Automating Intended Target Identification for Paraphasias in Discourse Using a Large Language Model.

To date, there are no automated tools for the identification and fine-grained classification of paraphasias within discourse, the production of which is the hallmark characteristic of most people with aphasia (PWA). In this work, we fine-tune a large language model (LLM) to automatically predict paraphasia targets in Cinderella story retellings. Data consisted of 332 Cinderella story retellings containing 2,489 paraphasias from PWA, for which research assistants identified their intended targets. We supplemented these training data with 256 sessions from control participants, to which we added 2,415 synthetic paraphasias. We conducted four experiments using different training data configurations to fine-tune the LLM to automatically "fill in the blank" of the paraphasia with a predicted target, given the context of the rest of the story retelling. We tested the experiments' predictions against our human-identified targets and stratified our results by ambiguity of the targets and clinical factors. The model trained on controls and PWA achieved 50.7% accuracy at exactly matching the human-identified target. Fine-tuning on PWA data, with or without controls, led to comparable performance. The model performed better on targets with less human ambiguity and on paraphasias from participants with fluent or less severe aphasia. We were able to automatically identify the intended target of paraphasias in discourse using just the surrounding language about half of the time. These findings take us a step closer to automatic aphasic discourse analysis. In future work, we will incorporate phonological information from the paraphasia to further improve predictive utility. https://doi.org/10.23641/asha.24463543.

Reading better with AR or print picture books? A quasi-experiment on primary school students’ reading comprehension, story retelling and reading motivation

Reading better with AR or print picture books? A quasi-experiment on primary school students’ reading comprehension, story retelling and reading motivation

Vocabulary Instruction Embedded in Narrative Intervention: A Repeated Acquisition Design Study With First Graders at Risk of Language-Based Reading Difficulty.

The purpose of the current study was to investigate the effect of vocabulary instruction embedded in the narrative intervention on the immediate and retained definitional knowledge of taught words for first graders at risk for language-related reading difficulties. We employed a repeated acquisition design with innovative quality features and supplemental statistics with 11 treatment students and three control students. In the context of the school's multitiered system of supports, treatment students received 30-min small group interventions, 4 days a week for 12 weeks. Intervention involved story retelling and personal story generation lessons, both of which emphasized the learning and practicing of target vocabulary words in each story. Pre- and postprobes of the taught definitions were conducted every week. According to visual analysis conventions of single-case research, there was a consistent pattern of improvement from pre- to postprobes for all treatment participants, but for none of the control participants. Retention was also consistently observed, when measured at Week 13. Supplemental statistics confirmed that large effects were associated with the intervention. Vocabulary instruction embedded in narrative intervention led to meaningful acquisition and retention of taught vocabulary for students at risk of language-based reading difficulty.

Gesture like a kitten and you won't forget your tale: Drama-based, embodied story time supports preschoolers’ narrative skills

Oral narrative comprehension is an important precursor to reading comprehension. Supporting preschool students in building strong oral narrative comprehension skills prepares them to be successful once they enter formal schooling. Gesture and body movement have been shown to support children's oral narrative comprehension and recall skills. This study examines whether drama-based instruction (DBI)—an organic, inherently gesture- and movement-based approach to teaching—during storytime fosters preschool children's narrative comprehension and recall. In this paper, we compare story retells by preschool students who participated in a DBI storybook reading (n = 90) with retells by preschool students who heard the same book during a business-as-usual (BAU) storytime (n = 106). Results show that using embodied behaviors (i.e., gesture, facial expression, body movement, vocal change) during story retelling was associated with recalling more story elements during a free retell task (when children are asked to retell the story without additional prompts), although not during a prompted retell task (when children retell the story by responding to questions). Students who participated in the DBI storytime used twice as many story-relevant embodied behaviors during retell tasks compared to their BAU peers. Additionally, embodied behavior significantly mediated the relation between treatment status and free retell scores. This study offers promising evidence as to the efficacy of using drama-based storytime in preschool classrooms to support listening comprehension and recall of oral narratives. Findings support a theory of embodied language learning and suggest potential benefits of drama to enhance literacy learning.

Age and task type effects on comprehension and production of narrative macrostructure: storytelling and retelling by Swedish-speaking children aged 6 and 8

It is often said that story retelling tasks, where children listen to a model story and then retell it, are easier than story telling tasks, where children are not provided with a model. However, previous studies have rarely used comparable stimuli and procedures for the different tasks, creating possible confounds with task effects. Additionally, studies seldom investigate the interaction between age and task type and most studies focus on preschool children. The present study addresses these gaps by analyzing the performance of Swedish-speaking 6-year-olds and 8-year-olds (N = 74) on measures of story comprehension and story structure (narrative macrostructure) using a carefully controlled procedure with comparable telling and retelling tasks (MAIN Cat/Dog stories) and counterbalancing the order of the tasks. For story comprehension, results showed that overall accuracy was uniformly high (>90%) across tasks and age groups. However, performance was substantially lower for one question (D10), which assesses comprehension of the entire plotline. With increasing age, children did not become more likely to answer this question correctly, nor did hearing a model story improve performance. A qualitative analysis showed that incorrect answers often contained reasonable explanations showing advanced general inferencing abilities. In light of these results, an adjustment to the scoring of MAIN is recommended. For story structure, results showed significant effects of both age and task type, with higher scores in retelling and higher scores by the 8-year-olds. The 8-year-olds exhibited the same performance gap between telling and retelling as the 6-year-olds. There was also a significant effect of task order, showing a training effect from the first task to the second. The present study thus confirms previous findings that expressing story structure in a retelling task is easier than in a telling task, but showing this for the first time while controlling for task order and stimulus complexity in MAIN.

The Role of Contextualized Storytelling in Helping Jordanian University Students Develop Their Reading Skills

This paper aims at investigating the role of storytelling in helping the Jordanian university students develop their reading skills. It also aims at contrasting the effects of reading based on contextualized storytelling with reading based on dual-code model, text-only and multi-sensory approach reading to investigate the performance differences in reading comprehension and word recall. The participants were 30 first year undergraduate university students, who study English language and Translation at Isra University located in Amman, Jordan. They included 15 males and 15 females. The data were collected from a word recall test, an activity of story retelling in addition to a short questionnaire. The data were analyzed quantitively in the light of the research questions. The findings revealed that there is no significant difference between the mean scores of the three groups: two experimental groups and one control group) in term of the word recall test and the proposition. The multi-sensory approach is considered more effective intervention than Dual-Code Model and text-only reading in EFL learners’ overall reading comprehension was not proved in this study.

Speaking Tasks On Students' English Textbook “Teacher’s Book For Elementary Schools" For 5th Grade.

Abstract. The purpose of this study is to find and analyze all types of speaking tasks found in the English textbook. "Teacher's book for elementary schools for 5th Grade". The data source is an English textbook titled "Teacher's Book for elementary schools for 5th Grade". The researchers only examined speaking tasks in semester 1 which consists of 5 chapters and all of them have speaking tasks. The total speaking task found was 10 speaking tasks. In this study, the researcher used document analysis. According to Simonova, there are seven types of speaking tasks, namely; Dialogue, Role plays, Information gap, Using a picture, Giving instruction, Problem-solving, and Re-telling story. Based on the analysis done by the researcher, there are three types of speaking tasks found in the English textbook entitled "Teacher's book for elementary schools for 5th Grade", namely; Role plays, Using pictures, and Giving instruction. Due to the lack of speaking tasks found in the "Teacher's Book for elementary schools for 5th Grade", it can be said that the types of speaking tasks in the "Teacher's Book for elementary schools for 5th Grade" are still not varied. Using Picture is a task that asks students to tell a picture to communication or describe.

Efficient measurement of spoken English skills: Design and validation of a 6-minute assessment

Efficient measurement of spoken language skills can improve educational and commercial services. Traditional spoken language assessments often require 30–90 minutes. We report the development and validation of a prototype mobile-browser test of spoken English, “APro”, that participants complete in 6–8 minutes. The APro test presents a stratified random draw of 20 interactive tasks (from pool of 377) to participants whose spoken responses are automatically scored, scaled, and reported. APro aggregates skill-specific measures from disparate task types such as open descriptions and story retellings. Each skill-specific score was independently validated, then combined into an overall spoken English score. APro scoring was trained on 30,000 responses from 354 non-native pilot-test participants who connected remotely from their nine home countries on five continents. The final APro instrument was validated on an independent sample of 79 participants resident in seven countries. In the validation set, human and machine scoring of same-test APro administrations correlated r = 0.98, suggesting accurate speech processing. APro scores predicted much of the score variance in traditional concurrent assessments from Oxford, r = 0.86, and Pearson, r = 0.92. Finally, we present detailed results on two new interactive tasks and share changes to the content, procedure, and scoring that yield improved accuracy at shorter duration. [Work supported in part by Google LLC.]

Adaptation and Reliability of the Cinderella Story Retell Task in Canadian French Persons Without Brain Injury.

Main concept (MC) analysis is a well-documented method of discourse analysis in adults with and without brain injury. This study aims to develop a MC checklist that is culturally and linguistically adapted for Canadian French speakers and examine its reliability. We also documented microstructural properties and provide a normative reference in persons not brain injured (PNBIs). Discourse samples from 43 PNBIs were collected. All participants completed the Cinderella story retell task twice. Manual transcription was performed for all samples. The 34 MCs for the Cinderella story retell task were adapted into Canadian French and used to score all transcripts. In addition, microstructural variables were extracted using Computerized Language Analysis (CLAN). Intraclass correlation coefficients were computed to assess interrater reliability for MC codes and microstructural variables. Test-retest reliability was assessed using intraclass correlations, Spearman's rho correlations, and the Wilcoxon signed-ranks test. Bland-Altman plots were used to examine the agreement of the discourse measures between the two sessions. The MC checklist for the Cinderella story retell task adapted for Canadian French speakers is provided. Good-to-excellent interrater reliability was obtained for most MC codes; however, reliability ranged from poor to excellent for the "inaccurate and incomplete" code. Microstructural variables demonstrated excellent interrater reliability. Test-retest reliability ranged from poor to excellent for all variables, with the majority falling between moderate and excellent. Bland-Altman plots illustrated the limits of agreement between test and retest. This study provides the MC checklist for clinicians and researchers working with Canadian French speakers when assessing discourse with the Cinderella story retell task. It also addresses the gap in available psychometric data regarding test-retest reliability in PNBIs. https://doi.org/10.23641/asha.24171087.