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

Enyi Jen, Christine Chifen Tseng, Ching Chih Kuo*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

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.

Original languageEnglish
Pages (from-to)214-231
Number of pages18
JournalGifted Education International
Volume31
Issue number3
DOIs
Publication statusPublished - 2015 Sep

Keywords

  • language development
  • narrative skills
  • storytelling
  • Young talented children

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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