Telling fictional stories is a high-level language skill, which likely contributes to the academic and social difficulties of children with communication disorders.
We have created and analyzed a picture narrative task to examine the developmental process of narrative skills in preschoolers and methods of assessment (2019, et al.).
The purpose of this study was to examine (1) the fictional narrative skills (FN) in the typical development of Japanese preschool children, (2) the fictional narrative (FN) structure and the narrative component level of the development.
We have proposed a method of eliciting and scoring telling fictional narratives from preschoolers and presented some normative data that would enable early detection of problems at the narrative level of language. As for competence on background of telling fictional narratives, central coherence, executive function, event knowledge, working memory, vocabulary, and others were discussed.
