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RESUMO Objetivo Investigar se o escore narrativo obtido por meio da aplicação do "Protocolo de Avaliação da Narrativa Oral de História (ProNOH)" permite discriminar os grupos etários estudados, bem como sua relação com o nível de coerência global da história. Método Participaram 97 pré-escolares e escolares com desenvolvimento típico de linguagem, entre 5 e 12 anos, ambos os sexos que frequentavam escola pública. Foi aplicado o "Protocolo de Avaliação da Narrativa Oral de História (ProNOH)" e calculado o escore narrativo na dimensão macroestrutural a partir dos elementos estruturais previstos no modelo da gramática de história. Esses mesmos elementos foram usados para obter o nível de coerência global da história, segundo proposta de análise de Spinillo e Martins (1997). Resultados Diferença estatisticamente significante foi encontrada entre os grupos etários, principalmente entre as idades fronteiriças de 5-6 anos, 7-8 anos, 9-10 anos e 11-12 anos. Correlação positiva e estatisticamente significante foi encontrada com a idade e o escore narrativo e a coerência global, bem como entre o escore narrativo e o nível de coerência global. Conclusão O protocolo mostrou ser útil para identificar o repertório de elementos típicos da gramática de história na narrativa oral como uma medida objetiva que diferenciou a narrativa oral de grupos etários. Os resultados indicaram ainda que o escore narrativo pode ser uma medida norteadora do nível de coerência da história, apesar deste valor não substituir uma análise específica.

ABSTRACT Purpose To investigate if the narrative score of the ProNOH protocol allows for discriminating age groups, as well as its relation with the global coherence level of the story. The performance of preschool and schoolchildren on the macrostructure aspects. Methods Participants were 97 preschoolers and schoolchildren with typical language development, aged between five and 12 years old, and both sexes who attended public schools. The "Protocolo de Avaliação da Narrativa Oral de História (ProNOH)" (Protocol for the Evaluation of Oral Storytelling) was applied and the narrative score in the macrostructure dimension was calculated with story grammar elements. These same story elements were used to obtain the global coherence level of the story, as proposed by Spinillo and Martins (1997). Results A statistically significant difference was found between age groups, mainly between the borderline ages of 5-6 years, 7-8 years, 9-10 years, and 11-12 years. Positive and statistically significant correlations were found between the narrative score and global coherence and age, as well as between the narrative score and global coherence. Conclusion The protocol proved to be useful for identifying the repertoire of typical story grammar elements as an objective measure that differs in oral narrative across age groups. The results also indicate that the narrative score can provide an idea about the global coherence of the story, although this value does not replace a specific analysis.

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PURPOSE: To investigate if the narrative score of the ProNOH protocol allows for discriminating age groups, as well as its relation with the global coherence level of the story. The performance of preschool and schoolchildren on the macrostructure aspects. METHODS: Participants were 97 preschoolers and schoolchildren with typical language development, aged between five and 12 years old, and both sexes who attended public schools. The "Protocolo de Avaliação da Narrativa Oral de História (ProNOH)" (Protocol for the Evaluation of Oral Storytelling) was applied and the narrative score in the macrostructure dimension was calculated with story grammar elements. These same story elements were used to obtain the global coherence level of the story, as proposed by Spinillo and Martins (1997). RESULTS: A statistically significant difference was found between age groups, mainly between the borderline ages of 5-6 years, 7-8 years, 9-10 years, and 11-12 years. Positive and statistically significant correlations were found between the narrative score and global coherence and age, as well as between the narrative score and global coherence. CONCLUSION: The protocol proved to be useful for identifying the repertoire of typical story grammar elements as an objective measure that differs in oral narrative across age groups. The results also indicate that the narrative score can provide an idea about the global coherence of the story, although this value does not replace a specific analysis.

OBJETIVO: Investigar se o escore narrativo obtido por meio da aplicação do "Protocolo de Avaliação da Narrativa Oral de História (ProNOH)" permite discriminar os grupos etários estudados, bem como sua relação com o nível de coerência global da história. MÉTODO: Participaram 97 pré-escolares e escolares com desenvolvimento típico de linguagem, entre 5 e 12 anos, ambos os sexos que frequentavam escola pública. Foi aplicado o "Protocolo de Avaliação da Narrativa Oral de História (ProNOH)" e calculado o escore narrativo na dimensão macroestrutural a partir dos elementos estruturais previstos no modelo da gramática de história. Esses mesmos elementos foram usados para obter o nível de coerência global da história, segundo proposta de análise de Spinillo e Martins (1997). RESULTADOS: Diferença estatisticamente significante foi encontrada entre os grupos etários, principalmente entre as idades fronteiriças de 5-6 anos, 7-8 anos, 9-10 anos e 11-12 anos. Correlação positiva e estatisticamente significante foi encontrada com a idade e o escore narrativo e a coerência global, bem como entre o escore narrativo e o nível de coerência global. CONCLUSÃO: O protocolo mostrou ser útil para identificar o repertório de elementos típicos da gramática de história na narrativa oral como uma medida objetiva que diferenciou a narrativa oral de grupos etários. Os resultados indicaram ainda que o escore narrativo pode ser uma medida norteadora do nível de coerência da história, apesar deste valor não substituir uma análise específica.

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PURPOSE: In this study we investigated a set of 100 sentence contexts and their cloze probabilities to develop a database of linguistic stimuli for Brazilian Portuguese children and adolescents. The study also examined age-related changes on cloze probabilities, and specified the predictor effects of age and cloze probabilities on idiosyncratic responses and errors (semantic, syntactic, and other errors). Finally, the study also aimed to shed light on cultural effects on word generation by comparing Brazilian and Portuguese sentence databases. METHOD: 361 typically developing monolingual Brazilian speakers, with ages ranging from 7 to 18 years, participated in the study. The cloze task was composed by 100 sentence contexts, grounded on the European Portuguese database. Responses were classified as valid (correct) or invalid (semantic, syntactic, and other-type errors). Statistical analyses were based on mixed-effects logistic models. RESULTS: Sixty-three sentences met criteria for high cloze probabilities, 30 for medium cloze, and 7 for low cloze. Age was a significant predictor of idiosyncratic responses, semantic and syntactic errors: older participants were less likely to produce idiosyncratic responses, as well as semantic and syntactic errors. Cloze probability values were concordant in the Brazilian and Portuguese databases for 31 out of 49 (83.7%) high-cloze sentences and for 7 low-cloze sentences. CONCLUSION: In this study we have provided a database with cloze probability values for a set of 100 sentence-final word contexts for Brazilian Portuguese children and adolescents. Results showed that both age and sentence contextual level predicted sentence final word completion. Older participants were more likely to choose more consistently the same final word, with the contextual level of a given sentence also contributing to the final word selection. Age should be controlled for in future studies probing semantic processing with this set of sentences.

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PURPOSE: This study aimed to characterize and compare the use of typical story grammar elements and global coherence level in the oral narrative of children with Attention Deficit Hyperactivity Disorder with the narrative of children without the disorder and with typical development. METHODS: A total of 40 children of both sexes aged 5 to 10 years who attended elementary school participated in the study, 20 of whom were diagnosed with Attention Deficit Hyperactivity Disorder (ADHD Group), and 20 with typical development (TD Group). Participants from each group were similar in sex, chronological age, schooling and socioeconomic status. The wordless picture book Frog, Where Are You? was used to elicit the oral narrative analyzed for the presence of the main typical elements of the story schema (character, theme/topic, event/plot and outcome), and afterwards their narration was classified according to four different levels of organization corresponding to the global story coherence level. RESULTS: The ADHD Group presented lower scores on the structural elements "theme/ topic" and "outcome" and a narrative with lower degree of coherence compared to the TD Group. CONCLUSION: The children with ADHD included in this study presented difficulties to use typical story grammar elements, mainly related to the maintenance of the central theme and outcome of the story. These elements are considered fundamental for construction of narrative coherence, which justifies the lower levels of global coherence found in the oral narrative of the ADHD Group.

OBJETIVO: O objetivo do estudo foi caracterizar e comparar o uso de elementos típicos da gramática de história e o nível de coerência global na narrativa oral de crianças com Transtorno de Déficit de Atenção e Hiperatividade à narrativa de crianças sem o transtorno e com desenvolvimento típico. MÉTODO: Participaram 40 crianças com idade entre 5 e 10 anos, de ambos os sexos, que frequentavam o ensino fundamental, sendo 20 com diagnóstico de Transtorno de Déficit de Atenção e Hiperatividade (Grupo TDAH) e 20 com desenvolvimento típico (Grupo TD). Os participantes de cada grupo eram semelhantes quanto ao sexo, idade cronológica, escolaridade e nível socioeconômico. O livro "Frog Where Are You?" foi utilizado para eliciar a narrativa oral de história, que foi analisada quanto à presença dos principais elementos típicos do esquema de história (personagem, tema/tópico, evento/trama e desfecho) e posteriormente classificada dentre quatro diferentes níveis crescentes de organização, correspondendo ao nível de coerência global da história. RESULTADOS: O grupo TDAH apresentou menor pontuação nos elementos estruturais "tema/tópico" e "desfecho" e narrativa com grau de coerência inferior quando comparado ao grupo TD. CONCLUSÃO: As crianças com TDAH deste estudo apresentaram dificuldades no uso de elementos típicos da gramática de história, principalmente relacionados com a manutenção do tema central e desfecho da história. Tais elementos são considerados fundamentais para a construção do sentido da narrativa, o que justifica os níveis inferiores de coerência encontrados na narrativa oral do grupo TDAH.

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PURPOSE: Investigate the performance of native speakers of Brazilian Portuguese in the Test of Narrative Language (TNL) and correlate their performance in its oral narration and narrative comprehension subtests. METHODS: Participants were 140 individuals with typical language development aged 5-0 to 11-11 (years-months) divided according to age group. RESULTS: Statistically significant difference was observed between the 5-year-old group and all the other age groups and between the 6-year-old group and the 8-, 9-, 10- and 11-year-old groups. The 7-year-old group did not differ from the 6- and 8-year-old groups. Half of the 7-year-old group was in 1st grade of Elementary School and the other half was in 2nd grade, which may have contributed to the non-differentiation between this group and its border-age groups. No statistically significant difference was found between groups as of the age of eight years. Positive correlation was observed between performance in the narrative comprehension and oral narration subtests of the TNL in the 5-, 6- and 7-year-old groups, which did not occur for the other age groups. CONCLUSION: The Test of Narrative Language differentiated the 5-, 6- and 7-year-old groups, but did not differentiate groups as of the age of eight years. No correlation was found between performance in the oral narration and narrative comprehension subtests of the TNL as of the age of eight years, which suggests mastery of both skills from this age.

OBJETIVO: Investigar o desempenho de falantes do português brasileiro no Test of Narrative Language e correlacionar o desempenho nas tarefas de produção e compreensão da narrativa. MÉTODO: Participaram 140 indivíduos, entre 5 e 11 anos e 11 meses de idade com desenvolvimento típico de linguagem, divididos de acordo com a faixa etária. RESULTADOS: Diferença significativa foi encontrada entre o grupo de 5 anos e todos os demais grupos etários, bem como para o grupo de 6 anos quando comparado ao grupo de 8, 9, 10 e 11 anos. O grupo de 7 anos não diferiu estatisticamente dos grupos de 6 e 8 anos. Metade do grupo de 7 anos cursava o primeiro ano e a outra metade, o segundo ano, o que pode ter contribuído para a não diferenciação do grupo com as faixas etárias fronteiriças. Não foi encontrada diferença estatisticamente significante entre os grupos a partir dos 8 anos. Observou-se correlação positiva entre o desempenho de compreensão e produção nos grupos etários de 5, 6 e 7 anos, o que não ocorreu para os demais grupos. CONCLUSÃO: O teste diferenciou as faixas etárias de 5, 6 e 7 anos, o que não ocorreu nas faixas etárias a partir dos 8 anos. Também, a partir dos 8 anos, não foi encontrada correlação entre a produção e a compreensão narrativa, sinalizando o domínio de ambas as habilidades a partir desta faixa etária.

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RESUMO Objetivo Investigar o desempenho de falantes do português brasileiro no Test of Narrative Language e correlacionar o desempenho nas tarefas de produção e compreensão da narrativa. Método Participaram 140 indivíduos, entre 5 e 11 anos e 11 meses de idade com desenvolvimento típico de linguagem, divididos de acordo com a faixa etária. Resultados Diferença significativa foi encontrada entre o grupo de 5 anos e todos os demais grupos etários, bem como para o grupo de 6 anos quando comparado ao grupo de 8, 9, 10 e 11 anos. O grupo de 7 anos não diferiu estatisticamente dos grupos de 6 e 8 anos. Metade do grupo de 7 anos cursava o primeiro ano e a outra metade, o segundo ano, o que pode ter contribuído para a não diferenciação do grupo com as faixas etárias fronteiriças. Não foi encontrada diferença estatisticamente significante entre os grupos a partir dos 8 anos. Observou-se correlação positiva entre o desempenho de compreensão e produção nos grupos etários de 5, 6 e 7 anos, o que não ocorreu para os demais grupos. Conclusão O teste diferenciou as faixas etárias de 5, 6 e 7 anos, o que não ocorreu nas faixas etárias a partir dos 8 anos. Também, a partir dos 8 anos, não foi encontrada correlação entre a produção e a compreensão narrativa, sinalizando o domínio de ambas as habilidades a partir desta faixa etária.

ABSTRACT Purpose Investigate the performance of native speakers of Brazilian Portuguese in the Test of Narrative Language (TNL) and correlate their performance in its oral narration and narrative comprehension subtests. Methods Participants were 140 individuals with typical language development aged 5-0 to 11-11 (years-months) divided according to age group. Results Statistically significant difference was observed between the 5-year-old group and all the other age groups and between the 6-year-old group and the 8-, 9-, 10- and 11-year-old groups. The 7-year-old group did not differ from the 6- and 8-year-old groups. Half of the 7-year-old group was in 1st grade of Elementary School and the other half was in 2nd grade, which may have contributed to the non-differentiation between this group and its border-age groups. No statistically significant difference was found between groups as of the age of eight years. Positive correlation was observed between performance in the narrative comprehension and oral narration subtests of the TNL in the 5-, 6- and 7-year-old groups, which did not occur for the other age groups. Conclusion The Test of Narrative Language differentiated the 5-, 6- and 7-year-old groups, but did not differentiate groups as of the age of eight years. No correlation was found between performance in the oral narration and narrative comprehension subtests of the TNL as of the age of eight years, which suggests mastery of both skills from this age.

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PURPOSE: To investigate and compare the oral narrative of individuals with FASD and individuals with typical language development (TLD), as well as to correlate the narrative performance with the score from 4-Digit Diagnostic Code. METHODS: Participants were 20 individuals with FASD, of both genders, with chronological age between 6 and 16 years, and 20 individuals with TLD, same gender and similar to the FASD group in age and socioeconomic status. The oral narrative was elicited using the book Frog, where are you? and the data were analyzed in terms of macrostructure, microstructure and global coherence level. Measures regarding the macrostructure included the presence of typical structural elements of storytelling, while the microstructural aspects included words (total and different words), communication units (C-Units), lexical diversity, and mean length of C-Units. RESULTS: Low performance was found in the FASD group for all macrostructural aspects, with the exception of linguistic markers. Among the microstructural aspects, lexical diversity and incomplete C-Units were different between the FASD and TLD groups. The FASD group presented lower global coherence level compared to the TLD group. Negative correlations were found between macrostructural aspects, facial characteristics, and Central Nervous System impairment. CONCLUSION: Restricted use of typical structural elements of storytelling with lower levels of coherence and reduced vocabulary distinguished the FASD from the TDL group. Future studies may explore whether the association between narrative performance and the 4-Digit Diagnostic Code items present predictive values in the narrative performance of individuals with FASD.

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RESUMO Objetivo Investigar e comparar a narrativa oral de indivíduos com Transtorno do Espectro Alcoólico Fetal (TEAF) e de indivíduos com desenvolvimento típico de linguagem (DTL) e correlacionar o desempenho na narrativa oral com a pontuação do "4-Digit Diagnostic Code". Método Participaram 20 indivíduos com TEAF, de ambos os gêneros, com idade cronológica entre seis e 16 anos e 20 indivíduos com DTL, semelhantes quanto ao gênero, idade e nível socioeconômico aos do grupo TEAF. A narrativa oral foi eliciada por meio do livro "Frog, where are you?" e analisada quanto aos aspectos macroestruturais, microestruturais e nível de coerência global. Os aspectos macroestruturais incluíram elementos típicos de história e os microestruturais incluíram palavras (total, palavras diferentes), unidades comunicativas (C-Units), diversidade lexical e extensão média dos C-Units. Resultados Desempenho inferior foi encontrado para o grupo TEAF em todos os aspectos macroestruturais, exceto para os marcadores linguísticos. Dentre os aspectos microestruturais, a diversidade lexical e a ocorrência de "C-Units" incompletos foram aspectos que diferenciaram os grupos TEAF e DTL. O grupo TEAF apresentou nível de coerência global inferior ao grupo DTL. Correlações negativas foram encontradas entre os aspectos macroestruturais e os itens características faciais e alterações no Sistema Nervoso Central. Conclusão O uso restrito de elementos estruturais típicos de história com níveis inferiores de coerência e vocabulário reduzido diferenciaram o TEAF do DTL. Estudos futuros poderão explorar se a associação entre o desempenho narrativo e os itens do "4-Digit Diagnostic Code" apresentam valor preditivo no desempenho narrativo dos indivíduos com TEAF.

ABSTRACT Purpose To investigate and compare the oral narrative of individuals with FASD and individuals with typical language development (TLD), as well as to correlate the narrative performance with the score from 4-Digit Diagnostic Code. Methods Participants were 20 individuals with FASD, of both genders, with chronological age between 6 and 16 years, and 20 individuals with TLD, same gender and similar to the FASD group in age and socioeconomic status. The oral narrative was elicited using the book Frog, where are you? and the data were analyzed in terms of macrostructure, microstructure and global coherence level. Measures regarding the macrostructure included the presence of typical structural elements of storytelling, while the microstructural aspects included words (total and different words), communication units (C-Units), lexical diversity, and mean length of C-Units. Results Low performance was found in the FASD group for all macrostructural aspects, with the exception of linguistic markers. Among the microstructural aspects, lexical diversity and incomplete C-Units were different between the FASD and TLD groups. The FASD group presented lower global coherence level compared to the TLD group. Negative correlations were found between macrostructural aspects, facial characteristics, and Central Nervous System impairment. Conclusion Restricted use of typical structural elements of storytelling with lower levels of coherence and reduced vocabulary distinguished the FASD from the TDL group. Future studies may explore whether the association between narrative performance and the 4-Digit Diagnostic Code items present predictive values in the narrative performance of individuals with FASD.

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RESUMO Objetivo Realizar a tradução e a adaptação cultural do Test of Narrative Language (TNL) para o Português Brasileiro. Métodos O TNL é um instrumento formal que avalia a compreensão e a narração oral de crianças entre cinco e 11 anos e 11 meses. O processo de tradução e adaptação do TNL teve as seguintes etapas: (1) tradução para a língua-alvo; (2) síntese das versões traduzidas; (3) retrotradução; (4) verificação do processo de equivalência conceitual, semântica e cultural; e (5) estudo-piloto (56 crianças, mesma faixa etária do teste e de ambos os gêneros). Resultados A versão adaptada manteve a mesma estrutura da versão original: número de tarefas (três de compreensão narrativa e três de narração oral), formatos de narrativa (sem apoio de figura, figuras em sequência e figura única) e sistema de pontuação. Não foram realizadas adaptações nas figuras do teste. A história “McDonald’s Story” foi substituída pela história “História da Lanchonete”, para atender à equivalência semântica e experiencial da população-alvo. Nas demais histórias, foram realizadas adaptações semânticas e gramaticais. Diferenças estatisticamente significantes foram encontradas nas comparações entre os escores brutos (compreensão, narração e total) dos grupos etários, a partir da versão adaptada. Conclusão Adaptações foram necessárias para atender à equivalência semântica e experiencial da população-alvo, considerando o contexto sociolinguístico-cultural do Brasil. A versão adaptada apresentou equivalência conceitual de itens, semântica e operacional em relação à versão original. A equivalência de mensuração para fins de validação e normatização do TNL está em andamento e poderá complementar os resultados deste estudo.

ABSTRACT Purpose To accomplish the translation and cultural adaptation of the Test of Narrative Language (TNL) into Brazilian Portuguese. Methods The TNL is a formal instrument which assesses narrative comprehension and oral narration of children between the ages of 5-0 and 11-11 (years-months). The TNL translation and adaptation process had the following steps: (1) translation into the target language; (2) summary of the translated versions; (3) back-translation; (4) checking of the conceptual, semantics and cultural equivalence process and (5) pilot study (56 children within the test age range and from both genders). Results The adapted version maintained the same structure as the original version: number of tasks (both, three comprehension and oral narration), narrative formats (no picture, sequenced pictures and single picture) and scoring system. There were no adjustments to the pictures. The “McDonald's Story” was replaced by the “Snack Bar History” to meet the semantic and experiential equivalence of the target population. The other stories had semantic and grammatical adjustments. Statistically significant difference was found when comparing the raw score (comprehension, narration and total) of age groups from the adapted version. Conclusion Adjustments were required to meet the equivalence between the original and the translated versions. The adapted version showed it has the potential to identify differences in oral narratives of children in the age range provided by the test. Measurement equivalence for validation and test standardization are in progress and will be able to supplement the study outcomes.

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PURPOSE: The objective was to test whether the Brazilian version of the Preschool Language Assessment Instrument - Second Edition (PLAI-2) has the potential to assess and identify differences in typical language development of Portuguese-speaking preschoolers. METHODS: The study included 354 children of both genders with typical language development who were between the ages of 3 years and 5 years 11 months. The version of the PLAI-2 previously translated into Brazilian Portuguese was used to assess the communication skills of these preschool-age children. RESULTS: Statistically significant differences were found between the age groups, and the raw score tended to increase as a function of age. With nonstandardized assessments, the performances of the younger groups revealed behavioral profiles (e.g., nonresponsive, impulsive behavior) that directly influenced the evaluation. CONCLUSIONS: The findings of this study show that the PLAI-2 is effective in identifying differences in language development among Brazilian children of preschool age. Future research should include studies validating and standardizing these findings.

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