The purpose of this thesis was to examine the preliminary validity of a newly developed dynamic assessment of narrative language in Mandarin Chinese. Two studies are reported in this thesis. Study 1 included 31 second grade participants and Study 2 included 43 first grade participants. All participants were enrolled in a Chinese immersion program in an elementary school in Utah. A dynamic assessment of narrative language was administered to each participant in Mandarin Chinese. A teacher rating was also included in Study 1. Results indicated that the dynamic assessment investigated in this thesis demonstrated some similar characteristics with other valid dynamic assessments of narrative language. As hypothesized, participants in Study 1 made gains from pretest to posttest after the teaching phase. Gain score from pretest to posttest and static teacher rating did not significantly correlate with modifiability rating. Modifiability rating and posttest score were significantly correlated in both studies. There is also no significant group difference between the participants in Study 1 and Study 2 on modifiability rating. These results are promising. However, more research will need to be conducted to further examine the dynamic assessment due to the limitations of the current studies.
College and Department
David O. McKay School of Education; Communication Disorders
BYU ScholarsArchive Citation
Cheung, Lok Yee Sarah, "Examining the Preliminary Validity of a Dynamic Assessment of Narrative Language in Mandarin Chinese" (2022). Theses and Dissertations. 9608.
dynamic assessment, narrative language, oral language, school-age, Mandarin Chinese