Narrative assessment for Cantonese-speaking children 1 Running Head: Narrative assessment for Cantonese-speaking children Narrative assessment for Cantonese-speaking children Carol Kit-Sum To1, Stephanie F. Stokes 2, Hin-Tat Cheung3 and Benjamin T’sou4 1 University of Hong Kong 2 Curtin University of Technology, Perth 3 National Taiwan University 4 City University of Hong Kong Address for Correspondence: Carol To, Division of Speech & Hearing Sciences, University of Hong Kong, 5/F Prince Philip Dental Hospital, 34 Hospital Road, Sai Ying Pun, Hong Kong Email:
[email protected] Narrative assessment for Cantonese-speaking children 2 Abstract Background. This study examined the narrative skills of Cantonese-speaking school-age children to fill a need for a normative language test for school-age children. Aims. To provide a benchmark of the narrative skills of Cantonese-speaking children; to identify which of the microstructure components was the best predictor of age; and to determine the diagnostic accuracy of the test components. Methods & Procedures. Data were collected from 1120 Cantonese-speaking children aged between 4;10 and 12;01, using a story-retell of a 24-frame picture series. Four narrative components (syntactic complexity, semantic score, referencing and connective use) were measured. Outcomes & Results. Each measure reflected significant age-related differences in narrative ability. Regression analyses revealed that vocabulary and syntactic complexity were the best predictors of Grade. All measures showed high sensitivity (86% - 94%) but relatively low specificity (60% to 90%), and modest LR+ (2.15 to 9.42) and LR- (.07 to .34) values. Conclusion & Implications. Narrative assessment can be standardized to be a reliable and valid instrument to assist in the identification of children with language impairment.