Daleen Klop
Biographic Data
| ID | 8944859 |
|---|---|
| NAME | Daleen Klop |
| GIVEN NAMES | Daleen |
| FAMILY NAME | Klop |
| SIGNATURE | KLOP D |
| AFFILIATIONS | Stellenbosch University |
| ORCID | 0000-0003-0766-1285 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The impact of a story-based intervention on language, literacy, and cognitive development in South African pre-schoolers
Literacy rates in South Africa are low and many children start school without the requisite levels of emergent language and literacy skills needed to succeed. We report two RCTs of a story-based intervention delivered by preschool teachers to two language groups of children from low income backgrounds (isiXhosa: N children =82, N teachers =20; Afrikaans, N children =118, N teachers =24). The story-based intervention involved a 36-week programme, …
The narrative abilities of 4-year-old monolingual Afrikaans- and Xhosa-speaking children from low socio-economic status environments in South Africa
Children’s language, literacy, and narrative development are influenced by their home and social environments. Early language experiences are a key factor in the disparities in language development associated with low socio-economic status (SES). Narrative assessments offer clinicians valuable insights into a child’s language and conceptual development, as well as their understanding of story structure. Including children from diverse socio-econo…
Adapting Main to isiZulu – some reflections on ecological validity
The Multilingual Assessment Instrument for Narratives (MAIN) was developed as an instrument to assess the narrative skills of children in multilingual and multicultural contexts. The aim was to compile an instrument that is ecologically valid and culturally neutral so it can be used to assess children’s narrative skills regardless of their linguistic, socio-economic and cultural backgrounds. While storytelling occurs in all communities and cultur…
Using Main in South Africa
South Africa is a country marked by cultural and linguistic diversity with 11 official languages. The majority of school children do not receive their formal schooling in their home language. There is a need for language assessment tools in education and rehabilitation contexts to distinguish between children with language learning problems and/or SLI, and language delay as a result of limited exposure to the language of learning. The Multilingua…
Main
The Multilingual Assessment Instrument for Narratives (MAIN) was designed in order to assess narrative skills in children who acquire one or more languages from birth or from early age. MAIN is suitable for children from 3 to 10 years and evaluates both comprehension and production of narratives. Its design allows for the assessment of several languages in the same child, as well as for different elicitation modes: Model Story, Retelling, and Tel…
Main
The Multilingual Assessment Instrument for Narratives (MAIN) is part of LITMUS (Language Impairment Testing in Multilingual Settings). LITMUS is a battery of tests that have been developed in connection with the COST Action IS0804 Language Impairment in a Multilingual Society: Linguistic Patterns and the Road to Assessment (2009-2013)
The effect of a shared visual context during the presentation of elicitation stimuli on the narratives of young children with and without language impairment
This study aims to ascertain whether a shared visual context between examiners and children during narrative assessment influences the narratives produced by the children. Participants were 20 typically developing (TD) children and 10 children with language impairment (LI), aged 6 to 8 years. They were randomly assigned to two groups and assessed with two different presentation methods. Narrative performance was measured in terms of micro- and ma…
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The effect of a shared visual context during the presentation of elicitation stimuli on the narratives of young children with and without language impairment
This study aims to ascertain whether a shared visual context between examiners and children during narrative assessment influences the narratives produced by the children. Participants were 20 typically developing (TD) children and 10 children with language impairment (LI), aged 6 to 8 years. They were randomly assigned to two groups and assessed with two different presentation methods. Narrative performance was measured in terms of micro- and ma…
Main
The Multilingual Assessment Instrument for Narratives (MAIN) was designed in order to assess narrative skills in children who acquire one or more languages from birth or from early age. MAIN is suitable for children from 3 to 10 years and evaluates both comprehension and production of narratives. Its design allows for the assessment of several languages in the same child, as well as for different elicitation modes: Model Story, Retelling, and Tel…
Main
The Multilingual Assessment Instrument for Narratives (MAIN) is part of LITMUS (Language Impairment Testing in Multilingual Settings). LITMUS is a battery of tests that have been developed in connection with the COST Action IS0804 Language Impairment in a Multilingual Society: Linguistic Patterns and the Road to Assessment (2009-2013)
Using Main in South Africa
South Africa is a country marked by cultural and linguistic diversity with 11 official languages. The majority of school children do not receive their formal schooling in their home language. There is a need for language assessment tools in education and rehabilitation contexts to distinguish between children with language learning problems and/or SLI, and language delay as a result of limited exposure to the language of learning. The Multilingua…
Adapting Main to isiZulu – some reflections on ecological validity
The Multilingual Assessment Instrument for Narratives (MAIN) was developed as an instrument to assess the narrative skills of children in multilingual and multicultural contexts. The aim was to compile an instrument that is ecologically valid and culturally neutral so it can be used to assess children’s narrative skills regardless of their linguistic, socio-economic and cultural backgrounds. While storytelling occurs in all communities and cultur…
The narrative abilities of 4-year-old monolingual Afrikaans- and Xhosa-speaking children from low socio-economic status environments in South Africa
Children’s language, literacy, and narrative development are influenced by their home and social environments. Early language experiences are a key factor in the disparities in language development associated with low socio-economic status (SES). Narrative assessments offer clinicians valuable insights into a child’s language and conceptual development, as well as their understanding of story structure. Including children from diverse socio-econo…
The impact of a story-based intervention on language, literacy, and cognitive development in South African pre-schoolers
Literacy rates in South Africa are low and many children start school without the requisite levels of emergent language and literacy skills needed to succeed. We report two RCTs of a story-based intervention delivered by preschool teachers to two language groups of children from low income backgrounds (isiXhosa: N children =82, N teachers =20; Afrikaans, N children =118, N teachers =24). The story-based intervention involved a 36-week programme, …
Language Development and Disorders (7 works) · Linguistics (6 works) · Narrative (6 works) · Psychology (6 works) · Sociology (4 works) · History (3 works) · Multilingual Education and Policy (3 works) · Reading and Literacy Development (3 works) · Anthropology (2 works) · Cultural diversity (2 works)