Comparison of Narrative Generation between Upper-grade Elementary Slow Learners and Typically Developing Children: Focusing on Expressive Elaboration

Objectives: This study was to investigate the characteristics of narrative generation between upper grade slow learners and typically developing children in elementary school. Methods: A total of 20 students, 10 slow learners (SL) and 10 typically developing children (TD) in the 4th and 6th grades of elementary school participated in. They completed two fictional narrative tasks – single picture and sequenced picture prompts – which were analyzed using an expressive elaboration scoring system. Results: SL scored significantly lower than TD in expressive elaboration, but the results were varied by task type and subcategory. First, SL performed significantly lower than TD in the single picture task but not in the sequenced picture task. Secondly, slow learners performed lower than TD in the orientation and evaluation subcategories. Third, while SL showed no difference in expressive elaboration between the two tasks, TD performed better on the single-picture task. Lastly, SL and TD showed similar patterns in subcategories production frequency. Conclusion: Attracting the listener’s attention through interesting delivery of a narrative is an important function for school-age children. In order to improve slow learner’s ability to produce narratives, intervention should target expressive elaboration strategies.