{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/72381"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/72381","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Oral Narration of African American Students in General and Gifted Education Programs","abstract":"This mixed methods study sought to better understand potential sources of underrepresentation African American children in gifted education programs. The differences in oral narration among 50 students in general and gifted education programs, grades two through five, were investigated. Students produced audiotaped oral narratives based on a wordless book, Frog, Where Are You?, and on child-friendly story prompts. Stories were analyzed for rhetorical feature, morpho-syntactic African American English (AAE) feature, lexical diversity (NDW), and general language production (MLU, TNU, TNW). A culturally-fair standardized language assessment battery was administered including the Peabody Picture Vocabulary Test-4, Expressive Vocabulary Test-2, and the Diagnostic Evaluation of Language Variation-Screening Test to more fully describe language skill. All 50 students and 15 teachers were interviewed to better understand perceptions of good storytelling and of verbal intelligence. Quantitative data suggested that group differences existed based on story type and educational placement. Students in the gifted education program tended to produce higher rates of lexical diversity and general language measures as well as standard measures of vocabulary. Students in the general education program tended to produce higher rates of AAE. These findings suggested that heavy reliance on certain verbal measures and a particular verbal profile may contribute to the underrepresentation of African American students in gifted education programs. Students and teachers perceived of individuals with good storytelling and verbal intelligence as communicating within and across three modes: associative, informative, and performative. The in-depth observation of one student suggested that oral narratives may be useful as an index of verbal intelligence.","abstract_html":"This mixed methods study sought to better understand potential sources of underrepresentation African American children in gifted education programs. The differences in oral narration among 50 students in general and gifted education programs, grades two through five, were investigated. Students produced audiotaped oral narratives based on a wordless book, Frog, Where Are You?, and on child-friendly story prompts. Stories were analyzed for rhetorical feature, morpho-syntactic African American English (AAE) feature, lexical diversity (NDW), and general language production (MLU, TNU, TNW). A culturally-fair standardized language assessment battery was administered including the Peabody Picture Vocabulary Test-4, Expressive Vocabulary Test-2, and the Diagnostic Evaluation of Language Variation-Screening Test to more fully describe language skill. All 50 students and 15 teachers were interviewed to better understand perceptions of good storytelling and of verbal intelligence. Quantitative data suggested that group differences existed based on story type and educational placement. Students in the gifted education program tended to produce higher rates of lexical diversity and general language measures as well as standard measures of vocabulary. Students in the general education program tended to produce higher rates of AAE. These findings suggested that heavy reliance on certain verbal measures and a particular verbal profile may contribute to the underrepresentation of African American students in gifted education programs. Students and teachers perceived of individuals with good storytelling and verbal intelligence as communicating within and across three modes: associative, informative, and performative. The in-depth observation of one student suggested that oral narratives may be useful as an index of verbal intelligence.","abstract_has_math":false,"creators":["Mills, Monique Tenette"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Speech and Hearing Science","degree_department":null,"school":null,"contributors":["Watkins, Ruth V."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-17T22:13:40Z","date_published":"2014-12-17T22:13:40Z","updated_at":"2026-07-22T22:26:06Z","subjects":["Health Sciences, Speech Pathology","Education, Special","Education, Curriculum and Instruction"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI3314970"],"render_values":[{"text":"(UMI)AAI3314970","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/72381","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Watkins, Ruth V."]},{"key":"dc:creator","label":"Author","values":["Mills, Monique Tenette"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-12-17T22:13:40Z","10000-01-01","2008"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Speech and Hearing Science"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Health Sciences, Speech Pathology","Education, Special","Education, Curriculum and Instruction"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/72381","(UMI)AAI3314970"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This mixed methods study sought to better understand potential sources of underrepresentation African American children in gifted education programs. The differences in oral narration among 50 students in general and gifted education programs, grades two through five, were investigated. Students produced audiotaped oral narratives based on a wordless book, Frog, Where Are You?, and on child-friendly story prompts. Stories were analyzed for rhetorical feature, morpho-syntactic African American English (AAE) feature, lexical diversity (NDW), and general language production (MLU, TNU, TNW). A culturally-fair standardized language assessment battery was administered including the Peabody Picture Vocabulary Test-4, Expressive Vocabulary Test-2, and the Diagnostic Evaluation of Language Variation-Screening Test to more fully describe language skill. All 50 students and 15 teachers were interviewed to better understand perceptions of good storytelling and of verbal intelligence. Quantitative data suggested that group differences existed based on story type and educational placement. Students in the gifted education program tended to produce higher rates of lexical diversity and general language measures as well as standard measures of vocabulary. Students in the general education program tended to produce higher rates of AAE. These findings suggested that heavy reliance on certain verbal measures and a particular verbal profile may contribute to the underrepresentation of African American students in gifted education programs. Students and teachers perceived of individuals with good storytelling and verbal intelligence as communicating within and across three modes: associative, informative, and performative. The in-depth observation of one student suggested that oral narratives may be useful as an index of verbal intelligence.","Made available in DSpace on 2014-12-17T22:13:40Z (GMT). No. of bitstreams: 1 3314970.pdf: 2695828 bytes, checksum: 1e7928c477b3e163129db36f56afb738 (MD5) Previous issue date: 2008","Embargo set by: Seth Robbins for item 72549 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","179 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008."]},{"key":"dc:title","label":"Title","values":["Oral Narration of African American Students in General and Gifted Education Programs"]}]}],"canonical_facts":{"dc:contributor":["Watkins, Ruth V."],"dc:creator":["Mills, Monique Tenette"],"dc:date":["2014-12-17T22:13:40Z","10000-01-01","2008"],"dc:description":["This mixed methods study sought to better understand potential sources of underrepresentation African American children in gifted education programs. The differences in oral narration among 50 students in general and gifted education programs, grades two through five, were investigated. Students produced audiotaped oral narratives based on a wordless book, Frog, Where Are You?, and on child-friendly story prompts. Stories were analyzed for rhetorical feature, morpho-syntactic African American English (AAE) feature, lexical diversity (NDW), and general language production (MLU, TNU, TNW). A culturally-fair standardized language assessment battery was administered including the Peabody Picture Vocabulary Test-4, Expressive Vocabulary Test-2, and the Diagnostic Evaluation of Language Variation-Screening Test to more fully describe language skill. All 50 students and 15 teachers were interviewed to better understand perceptions of good storytelling and of verbal intelligence. Quantitative data suggested that group differences existed based on story type and educational placement. Students in the gifted education program tended to produce higher rates of lexical diversity and general language measures as well as standard measures of vocabulary. Students in the general education program tended to produce higher rates of AAE. These findings suggested that heavy reliance on certain verbal measures and a particular verbal profile may contribute to the underrepresentation of African American students in gifted education programs. Students and teachers perceived of individuals with good storytelling and verbal intelligence as communicating within and across three modes: associative, informative, and performative. The in-depth observation of one student suggested that oral narratives may be useful as an index of verbal intelligence.","Made available in DSpace on 2014-12-17T22:13:40Z (GMT). No. of bitstreams: 1 3314970.pdf: 2695828 bytes, checksum: 1e7928c477b3e163129db36f56afb738 (MD5) Previous issue date: 2008","Embargo set by: Seth Robbins for item 72549 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","179 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008."],"dc:identifier":["http://hdl.handle.net/2142/72381","(UMI)AAI3314970"],"dc:subject":["Health Sciences, Speech Pathology","Education, Special","Education, Curriculum and Instruction"],"dc:title":["Oral Narration of African American Students in General and Gifted Education Programs"],"dc:type":["text"],"thesis:degree_discipline":["Speech and Hearing Science"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:06Z"}