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 spanish-language narration and literacy

This book is divided into three main parts: (1) parent–child coconstruction of narrative, which
focuses on aspects of the social interaction that facilitate oral narrative development in Spanish-
speaking children; (2) development of independent narration by Spanish-speaking children;
and (3) narrative links between Latino children’s oral narration and their early literacy and
other school achievements. Chapters address narration to and by Latino children aged 6 months
to 11 years old and in low, middle, and upper socioeconomic groups. Nationalities of speakers
include Costa Rican, Dominican, Ecuadorian, Mexican, Peruvian, Puerto Rican, Venezuelan, and
Spanish–English bilingual children who are citizens or residents of the United States. Narratives
studied include those in conversations, personal and fictional stories, and those prompted by
wordless picture books or videos. Thus, the current project makes central diversity in nationality,
socioeconomic background, and genre of narrative.
ALLYSSA McCABE, Ph.D., is Professor of Psychology at the University of Massachusetts, Lowell.
She founded and coedits the journal Narrative Inquiry and has researched how narrative develops
with age, the way parents can encourage narration, and cultural differences in narration, as well as
interrelationships among the development of narrative, vocabulary, and phonological awareness.
She is the recipient (with L. S. Bliss and A. Covington) of the Editor’s Award from Contemporary
Issues in Communication Science and Disorders, presented at the 1999 Annual Convention of
the American Speech-Language-Hearing Association in San Francisco, California, for the article,
“Assessing the Narratives of African American Children.” Her current work concerns a theoretical
approach to early literacy called the Comprehensive Language Approach, which looks at ways
that the various strands of oral and written language affect each other in the acquisition of
full literacy. With Lynn Bliss, she most recently published Patterns of Narrative Discourse: A
Multicultural Lifespan Approach.
ALISON L. BAILEY, Ed.D., is Associate Professor and a former Division Head of the Psychological
Studies in Education Program in the Department of Education, University of California, Los
Angeles, in addition to being a faculty associate researcher for the National Center for Research on
Evaluation, Standards, & Student Testing (CRESST). Dr. Bailey, a graduate of Harvard University,
focuses her research primarily on language and sociocommunicative development in both first-
and second-language learners, as well as early literacy development and assessment. Her work has
been supported by the National Science Foundation among others. She serves on the advisory
boards of the California Department of Education, the consortia of numerous other states,
and commercial publishers developing language and literacy assessments for English learners.
Dr. Bailey is coauthor of the new Pre-Kindergarten–Kindergarten IPT Assessment of English
Language Development, editor of and contributing author to The Language Demands of School:
Putting Academic English to the Test, and coauthor with Margaret Heritage of Formative Assessment
for Literacy K-6: Building Reading and Academic Language Skills Across the Curriculum. She was
the 2005–2006 Fellow of the Sudikoff Family Institute at UCLA, which expands public awareness
of critical issues related to education and information studies.
GIGLIANA MELZI, Ph.D., is Associate Professor and Director of Undergraduate Studies in
the Department of Applied Psychology at New York University’s Steinhardt School of Culture,
Education, and Human Development. Dr. Melzi obtained her doctoral degree from Boston
University. She has published articles and chapters focusing on the early literacy and language
development of Spanish-speaking Latino children living in the United States and in their countries
of origin. In one line of research, she has investigated through qualitative methodologies the daily
literacy activities of immigrant parents and their impact on children’s school performance.
She also conducted studies on various discourse and linguistic features of Spanish-speaking
mother–child dyads from nonimmigrant and immigrant Latin American families across various
socioeconomic groups. Currently, Dr. Melzi is funded by the National Institutes of Health and the
Administration for Children and Families (ACF) in the U.S. Department of Health and Human
Services for her work on educational involvement of Latino Head Start families.
Spanish-Language Narration and
Literacy
culture, cognition, and emotion

Edited by
Allyssa McCabe
University of Massachusetts, Lowell

Alison L. Bailey
University of California, Los Angeles

Gigliana Melzi
New York University, New York
CAMBRIDGE UNIVERSITY PRESS
Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo

Cambridge University Press

The Edinburgh Building, Cambridge CB2 8RU, UK
Published in the United States of America by Cambridge University Press, New York

www.cambridge.org
Information on this title: www.cambridge.org/9780521883757
© Cambridge University Press 2008

This publication is in copyright. Subject to statutory exception and to the

provision of relevant collective licensing agreements, no reproduction of any part
may take place without the written permission of Cambridge University Press.
First published in print format 2008

ISBN-13 978-0-511-43686-4 eBook (EBL)

ISBN-13 978-0-521-88375-7 hardback

ISBN-13 978-0-521-71004-6 paperback

Cambridge University Press has no responsibility for the persistence or accuracy

of urls for external or third-party internet websites referred to in this publication,
and does not guarantee that any content on such websites is, or will remain,
accurate or appropriate.
 contents

List of Contributors page vii

Preface xiii
Acknowledgments xv

1. Introduction 1
Alison L. Bailey, Allyssa McCabe, and Gigliana Melzi

part one. parent–child narratives

2. Cultural Variations in Mother–Child Narrative
Discourse Style 6
Margaret Caspe and Gigliana Melzi
3. Early Sociocommunicative Narrative Patterns During
Costa Rican Mother–Infant Interaction 34
Pablo A. Stansbery
4. Lessons in Mother–Child and Father–Child Personal
Narratives in Latino Families 54
Tonia N. Cristofaro and Catherine S. Tamis-LeMonda
5. Evaluation in Spanish-Speaking Mother–Child
Narratives: The Social and Sense-Making Function of
Internal-State References 92
Camila Fernández and Gigliana Melzi
6. Love, Diminutives, and Gender Socialization in
Andean Mother–Child Narrative Conversations 119
Kendall A. King and Colleen Gallagher

v
vi Contents

part two. developing independent narration

7. The Intersection of Language and Culture Among
Mexican-Heritage Children 3 to 7 Years Old 146
Alison Wishard Guerra
8. Beyond Chronicity: Evaluation and Temporality in
Spanish-Speaking Children’s Personal Narratives 175
Paola Uccelli
9. Narrative Stance in Venezuelan Children’s Stories 213
Martha Shiro
10. Mestizaje: Afro-Caribbean and Indigenous Costa Rican
Children’s Narratives and Links with Other Traditions 237
C. Nicholas Cuneo, Allyssa McCabe, and Gigliana Melzi

part three. narrative links to literacy and

other school achievements
11. Latino Mothers and Their Preschool Children Talk
About the Past: Implications for Language and Literacy 273
Alison Sparks
12. The Contribution of Spanish-Language Narration to
the Assessment of Early Academic Performance of
Latino Students 296
Alison L. Bailey, Ani C. Moughamian, and Mary Dingle
13. Cultural Variation in Narrative Competence and Its
Implications for Children’s Academic Success 332
Sarah W. Beck

Author Index 351

Subject Index 361
 list of contributors

alison l. bailey is Associate Professor and a former Division Head of the

Psychological Studies in Education Program in the Department of Education,
University of California, Los Angeles, in addition to being a faculty associate
researcher for the National Center for Research on Evaluation, Standards, &
Student Testing (CRESST). Dr. Bailey, a graduate of Harvard University, focuses
her research primarily on language and sociocommunicative development in
both first- and second-language learners, as well as early literacy development
and assessment. She directed the Academic English Language Proficiency Project
at CRESST, which has conducted research to provide an empirical basis for the
operationalization of the academic language construct for assessment, curricu-
lum, and teacher professional development. Dr. Bailey’s research on narrative
development has focused on parental support of young children’s narration and
ties between narrative development and later literacy outcomes for both first-
and second-language learners. Dr. Bailey serves on the advisory boards of the
California Department of Education and numerous other states and commer-
cial publishers developing language and literacy assessments for English learners.
Dr. Bailey is coauthor of the new Pre-Kindergarten–Kindergarten IPT Assess-
ment of English Language Development, from Ballard and Tighe Publishers, editor
of and contributing author to The Language Demands of School: Putting Aca-
demic English to the Test, from Yale University Press, and coauthor with Margaret
Heritage of Formative Assessment for Literacy K-6: Building Reading and Academic
Language Skills Across the Curriculum, from Corwin/Sage Press.
sarah w. beck is Assistant Professor of English Education in the Department of
Teaching and Learning in New York University’s Steinhardt School of Culture,
Education, and Human Development. She obtained her doctorate in human
development and psychology with a focus on language and literacy develop-
ment from Harvard Graduate School of Education in 2002, where she also
worked with students in the Teacher Education Programs. Her research interests
include the development, instruction, and assessment of literacy skills among

vii
viii Contributors

adolescents; urban education; and discourse analysis development. Her research

on the teaching and learning of subject-specific literacy has been supported
by the Spencer Foundation, which is also supporting her current investigation
into the nature of academic writing in U.S. high schools. Dr. Beck has pub-
lished articles and chapters on these topics in Research in the Teaching of English,
Educational Researcher, and the Yearbook of the National Reading Conference.
margaret caspe is Survey Researcher at Mathematica Policy Research, Inc.,
where she works on both early childhood and international projects. Her research
interests focus on cultural variations in children’s narrative development and
how relationships among families and early childhood programs promote early
narrative competence. As a 2005–2007 Head Start Graduate Research Scholar,
Dr. Caspe investigated how family literacy and narrative practices within low-
income immigrant Latino communities are related to children’s later language
and literacy. In 2007, she received her Ph.D. in developmental psychology from
New York University’s Steinhardt School of Culture, Education, and Human
Development.
tonia n. cristofaro is Research Consultant for University Settlement, where
she provides training and educational consultation to the Early Childhood Cen-
ter. Among her responsibilities, she is working on a reading and writing research
project examining children’s literacy development and school readiness over
time. Dr. Cristofaro completed her doctorate in developmental psychology at
New York University’s Steinhardt School of Culture, Education, and Human
Development in 2007. Her research has focused on understanding the ways in
which parent–child and teacher–child engagements and discourse shape and
support children’s language and autobiographical narratives, with a particu-
lar emphasis on the experiences of children from ethnically diverse, low-income
families. As a recipient of a Head Start Graduate Student Research Grant, funded
by the ACF from 2002 to 2004, Dr. Cristofaro was involved in research and com-
munity outreach activities with three Head Start programs on the Lower East
Side of New York City. This project enabled her to examine teachers’ encourage-
ment of pre-kindergarteners’ language and narrative competencies.
c. nicholas cuneo is a Phi Beta Kappa graduate of Duke University, where he
majored in biology and biological anthropology and anatomy. While at Duke,
Mr. Cuneo published an essay on Ralph Ellison’s Invisible Man and completed a
distinction thesis on lemur comparative immunology. A Fulbright Scholarship
recipient and Rhodes Scholarship finalist, Mr. Cuneo studied abroad in Costa
Rica and South Africa, where he worked on issues ranging from indigenous edu-
cation and biodiversity conservation to linguistic evolution and rural health.
He is currently working with a medical relief organization in rural Haiti
and plans to become a physician focusing on global health and development
issues.
 Contributors ix

mary dingle is Associate Professor in the Department of Educational Leader-

ship and Special Education at Sonoma State University (SSU), where she teaches
core courses in the educational specialist credential programs. Prior to arriving at
SSU, Dr. Dingle taught in the public school system for 14 years in both general
education and special education classrooms. Currently, her research interests
include studying the outcomes of early intervention programs on the early lit-
eracy skills of English language learners, professional development in the use of
assessment data to inform instruction, and classroom observations to identify
effective instructional strategies for English language learners and students with
learning disabilities.
camila fernández is Assistant Professor in the Department of Psychology
at Universidad de los Andes in Bogotá, Colombia. She obtained her doctoral
degree in developmental psychology in 2007 from New York University’s Stein-
hardt School of Culture, Education, and Human Development. Dr. Fernández’s
research focuses on the intersection of social cognition and language develop-
ment, specifically on the evaluative aspects of children’s narrative discourse in
relation to their social development during the early school years. Currently,
Dr. Fernández directs a research group in early childhood development at the
Universidad de los Andes and serves as a consultant for large-scale funded
projects in education and early childhood development housed in the univer-
sity’s research center for economic development (Centro de Estudios para el
Desarrollo Económico [CEDE]).
colleen gallagher is a specialist in the field of language education. She earned
her master’s degree in applied linguistics at Georgetown University, where she
is also a doctoral candidate. Colleen’s research interests include biliteracy and
bilingual education, language socialization, child narrative development and
language assessment. She is a lecturer in the Department of Curriculum
and Instruction at the University of Maryland, College Park and coordinates
the Teaching English to Speakers of Other Languages master’s program within
the Department’s Second Language Education and Culture Program. Previ-
ously, she worked as a research assistant at the Center for Applied Linguistics in
Washington, DC and as a teacher in Spanish, English as second language and
dual language classrooms in Virginia and Arizona.
alison wishard guerra is Assistant Professor in the Education Studies Pro-
gram at the University of California, San Diego. She received her Ph.D. in
Education from UCLA with an emphasis in Psychological Studies in Education.
Dr. Wishard Guerra’s research focuses on social and language development in
early childhood, with particular focus on developmental competencies among
Latino children from low-income families. She studies within group variations
related to immigration and acculturation experiences and their associations
to children’s longitudinal developmental outcomes. Specifically in her narrative
x Contributors

work she has sought to describe the normative development of narrative compe-
tencies among Mexican-heritage children. Dr. Wishard Guerra was a member of
the expanded research consortia that helped to develop the California Preschool
Learning Foundations on English-Language Development.
kendall a. king has taught in the areas of bilingualism, second language
acquisition, and language policy at New York University, Stockholm University,
and Georgetown University, where she was Associate Professor until 2008. She is
currently an Associate Professor in the Second Languages and Cultures Program
at the University of Minnesotta in Minneapolis. She has published widely on
Quichua (the variety of Quechua spoken in Ecuador) and Spanish bilingualism
and bilingual education policy in Andean countries in journals such as Annual
Review of Applied Linguistics, the International Journal of the Sociology of Lan-
guage, and the International Journal of Bilingualism and Bilingual Education, as
well as a 2001 book, Language Revitalization Processes and Prospects: Quichua in
the Ecuadorian Andes.

allyssa mccabe is Professor of Psychology at the University of Massachusetts,

Lowell. She founded and coedits the journal Narrative Inquiry and has researched
how narrative develops with age, the way parents can encourage narration, and
cultural differences in narration, as well as interrelationships among the devel-
opments of narrative, vocabulary, and phonological awareness. Her most recent
work concerns a theoretical approach to early literacy called the Comprehensive
Language Approach, which looks at ways that the various strands of oral and
written language (e.g., vocabulary, phonological awareness, and print knowl-
edge) affect each other in the acquisition of full literacy. A key concern is
with assessment of preschool-aged children, especially preventing misdiagnosis
of cultural differences in oral narration as deficits. Allyn & Bacon Publishers
recently published Dr. McCabe’s Patterns of Narrative Discourse: A Multicultural
Lifespan Approach, coauthored by Lynn Bliss.

gigliana melzi is Associate Professor of Applied Psychology and Director of

Undergraduate Studies in Applied Psychology at New York University’s Stein-
hardt School of Culture, Education, and Human Development. Dr. Melzi was
born and raised in Lima, Perú. She came to the United States in 1985 to pursue
her undergraduate degree at Clark University, where she majored in Spanish lit-
erature and psychology. She continued her studies in developmental psychology,
focusing on language development, at Boston University, where she obtained
her Ph.D. Dr. Melzi’s research has examined the language development and lit-
eracy experiences of Spanish-speaking children within and outside the United
States. In her narrative work specifically, she has focused on various aspects of
mother–child narrative discourse across Latin American communities, includ-
ing, most recently, middle-class Brazilian mothers from Porto Alegre. Currently,
Dr. Melzi is funded by the National Institutes of Health and the Administration
for Children and Families (ACF) in the U.S. Department of Health and Human
 Contributors xi

Services for her work on the educational involvement of Latino Head Start fami-
lies. Dr. Melzi also acts as a consultant for various educational projects, including
the PBS program Between the Lions.
ani c. moughamian received her Ph.D. in educational psychology from the
University of California, Los Angeles in 2005. She was an Educational Research
Analyst at the Los Angeles Unified School District for two years, where she
focused on the implementation and evaluation of various district language and
literacy programs. Dr. Moughamian is currently an Assistant Research Professor
at the University of Houston, where she works in the Texas Institute for Research,
Evaluation, and Statistics (TIMES). She is working under a Center on Instruction
grant, providing research support and technical assistance to regional centers
across the United States. In addition, she is pursuing her research interests in
narrative, language, and literacy development in English language learners and
Armenian American student outcomes.

martha shiro is Professor at the Universidad Central de Venezuela and

obtained her doctoral degree at Harvard Graduate School of Education. She
is the director of the Instituto de Filologı́a Andres Bello, a research center within
the Facultad de Humanidades y Educación, which specializes in language studies,
particularly Venezuelan Spanish. Her research interests, reflected in her publi-
cations, lie in the areas of first- and second-language development, discourse
analysis, and grammar. Dr. Shiro is the author or co-editor of three books recently
published by Universidad Central de Venuezuela: Haciendo lingüı́stica, La modal-
idad epistémica en narraciones infantiles, and Analizando discurso. Currently, she
is also the editor of the journal Boletı́n de Lı̈ngüı́stica. Dr. Shiro’s research in
narrative development focuses on children’s abilities to produce different nar-
rative genres and on the ways sociocultural differences affect their discourse.
Dr. Shiro lectures in several graduate programs. Her courses include Psycholin-
guistics, Discourse and Cognition, Narrative Discourse, Evaluative Language in
Discourse, and Functional Grammar.
alison sparks is Project Manager for the Preschool Language Project, a lon-
gitudinal intervention study funded by the National Institute of Child Health
and Human Development (NICHD), at Clark University. She is also a Five Col-
lege Associate at Amherst College. Her research focuses on developing language
and literacy in culturally and linguistically diverse populations. She is a speech
language pathologist with extensive clinical experience with Spanish-speaking
children in urban settings and is currently a doctoral candidate in developmental
psychology at Clark University.
pablo a. stansbery is Early Childhood Development Senior Advisor for Inter-
national Programs at Save the Children. He received his doctorate in human
development and psychology from Harvard University and completed his post-
doctoral training at the Child Development Unit at Boston Children’s Hospital
(Harvard Medical School). Dr. Stansbery also consults with early childhood
xii Contributors

development programs throughout the United States and directs a longitudinal

research project in Costa Rica. The purpose of the Costa Rican Child Develop-
ment Project is to identify early interactions and home environmental conditions
that may be linked to school success. The cohort has been followed from birth
to the present (10 years). His research is both qualitative and quantitative in
exploring the impact of culture on child-rearing practices and how those tacit
day-to-day interactive strategies influence developmental trajectories of children
beginning at the earliest ages.
catherine s. tamis-le monda is Professor of Applied Psychology at New York
University’s Steinhardt School of Culture, Education, and Human Development.
Her research focuses on children’s cognitive, language, and social development in
the first four years of life, with attention to parental influences on early learning
and school readiness. Dr. Tamis-LeMonda has conducted research with families
from different ethnic groups in the United States as well as internationally. She
is currently Director of NYU’s Center for Research on Culture, Development,
and Education, where she is examining cultural views and practices relative to
children’s learning outcomes in Mexican, Dominican, African American, and
Chinese families living in New York City. Her research has been funded by the
NICHD, ACYF, NSF, and the Ford Foundation. She has published numerous
articles and chapters and coedited four books on topics of children’s development
and parenting.
paola uccelli is Assistant Professor in Language and Literacy at the Har-
vard Graduate School of Education. Her research focuses on socio-cultural and
individual differences in language and literacy development in Spanish and
English. She studied linguistics at the Pontificia Universidad Católica in Perú,
her country of origin, and then pursued graduate studies in human develop-
ment and psychology at the Harvard Graduate School of Education. Two main
lines of research characterize her work. First, she investigates early language
development with a particular focus on understanding how children learn to
translate experience into narrative. Second, she carries out research on reading
comprehension instruction and assessment with a special interest in the chal-
lenges faced, as well as the strengths displayed, by language minority children. In
both lines of research she explores how different language skills (lexical, gram-
matical, and discourse) interact with each other to either promote or hinder
the meaning-making processes of expression and comprehension, within and
across languages. Currently, she is also investigating the challenges involved in
academic language development and instruction. She has written articles and
chapters on these topics for the Cambridge Handbook of Literacy, the Handbook
of Educational Linguistics, Child Psychology: A Handbook of Contemporary Issues,
and in several journals. Her postdoctoral work was supported by the Institute
of Education Sciences (IES).
 preface

The initial idea for this book was simple: Alison suggested an edited volume
that would recognize the impact Allyssa McCabe has had on two generations of
researchers focusing on the study of narrative development. From the start, it
seemed critical that Allyssa should be part of the editorial process – who better
to make the book a strong contribution to the field? The extension of much of
the pioneering work of Allyssa and her colleagues in the 1980s to populations of
preschool and school-age children who do not have English as a first language
made the choice of Spanish-language narration a natural one. Many of Allyssa’s
former students were concentrating on both the formal and informal contexts
of narrative development in children from diverse backgrounds outside the U.S.
mainstream – indeed, some outside the United States entirely. Contacting them
and others who have been influenced by Allyssa’s work to contribute chapters
to the proposed volume set the book in motion.

audience: for whom is this book written?

We see a number of audiences for this book: students of language development in
speech-language pathology, linguistics, and psychology, as well as those involved
in literacy acquisition in preschool and elementary education. The book could
readily serve as the main text of a graduate-level seminar devoted to the study
of narrative development in Spanish-speaking children, as well as function as
an auxiliary text in a course on narrative development or language development
more broadly written.
Preschool and elementary schoolteachers and the staff who support them
(i.e., principals and school psychologists) in the United States and elsewhere
should find the descriptions of narrative diversity presented in the chapters
critical to their own understanding of the stories told to them by the Spanish-
speaking children they educate. The text can play a key role in the preparation

xiii
xiv Preface

of preservice teachers who will be working with Spanish-speaking children who

hail from all over the Americas, as well as be a catalyst for comparison and
discussion during the continued professional development of more experienced
teachers.
 acknowledgments

First, we thank all the chapter writers for their excellent contributions to the
volume. Their dedication to the project has meant that we have kept everyone
we initially invited and we have managed to stay on publication schedule. On
everyone’s behalf, we also want to say a special “gracias” and “thank you” to the
children, parents, and teachers all across the Americas whose narrative skills and
experiences are at the very heart of this book.
Storytelling through its various media – oral, written, and visual – has a long-
standing tradition across the Spanish-speaking Americas. In this book, we honor
the unique ways in which oral stories are woven and shared by and with children.
In choosing the cover for our book, we also wanted to honor the cultural heritage
of visual storytelling; therefore, we chose to present an arpillera, a contemporary
form of textile art created by Latin American women. The arpilleras, sometimes
called cuadros parlantes (talking portraits) are three-dimensional sewn cloths
that portray scenes of everyday life, much like personal narratives of everyday
experience. The arpilleras began as a form of underground communication and
political protest in the Chile of Pinochet, most notably as a way in which mothers
protested without words the disappearance of their sons and daughters. Since
then, this form of art has traveled north to give voice to the hands of other Latin
American women. The arpillera on the cover is the work of Doña Julia Rosa
Huaranga Vilchez from Lima, Peru, who was gracious enough to weave for us
this tale of children playing in the streets of an Andean city. We thank her for
her talent and generosity. We would also like to thank Carlos Fernández Loayza
for helping us photograph Doña Julia Rosa’s work.
At Cambridge University Press, we wish to thank Eric Schwartz, April Poten-
ciano, and Ken Karpinski, who handled the creation of this volume so skillfully
and painlessly from start to finish.
Finally, we gratefully thank our families and all of our friends for their
continued support. Alison thanks Frank, Nick, and Will Ziolkowski for their love

xv
xvi Acknowledgments

and abiding interest in absolutely everything. Gigliana gives heartfelt gracias to

Jaime for his unconditional support and dedicates her work in this book to the
memory of her sister, Cecilia, con mucho amor, estés donde estés. Allyssa thanks
Charlie, Nick, and Jessamyn for many reasons.
 1

Introduction
alison l. bailey, allyssa mc cabe, and gigliana melzi

A first task is to define the term used to describe the individuals we are talking
about in this book. The primary term we have chosen is Latino; as the broadest
and most inclusive term (Suárez-Orozco & Páez, 2002), it reflects the complex
issues involved in the identities of Spanish-speaking people – issues such as
citizenship, ethnicity, race, native language(s), politics, gender, social class, and
generation. The term Latino has all too often been used in American research to
refer exclusively to individuals immigrating to the United States from a country
in the Spanish-speaking regions of the Americas and the Caribbean. Instead,
in this book we are expanding the use of the term to also include individuals
who are still living in their country of origin across Spanish-speaking Latin
America. In this way, we align ourselves with the use of the term Latino in
Latin America itself (i.e., as an abbreviation of Latino Americano). In choosing
the primary term Latino, we in no way mean to minimize the ethnic, politi-
cal, social preference, and ideological orientations of individual authors and/or
Spanish-speaking communities across the United States who may call them-
selves Chicano, Hispanic, Mexicano/Mejicano, and so forth. For an insightful
personal discussion of these nomenclature issues, see Shorris (1992).
The common thread of the contributions to this volume is that they por-
tray the development of narrative in Spanish either in monolingual or bilingual
settings. All participants have a rich and complex background involving a mix
of cultures, a strong sense of the importance of family, and numerous other
cultural values that are identified in this introduction and concluding chapters.
All chapters also involve children who are developing typically. Our decision to
focus on these children stems from a real need to provide detailed information
about typical narrative development in Spanish-speaking children to teach-
ers, researchers, speech-language pathologists, and other professionals working
with children. There is far too little information about narrative development in
Latino children despite its identification as a critical precursor to literacy devel-
opment in English-speaking children (e.g., Scarborough, 2001; Snow, Burns, &
Griffin, 1998; Tabors, Snow, & Dickinson, 2001) and, therefore, a cornerstone
1
2 Alison Bailey, Allyssa McCabe, and Gigliana Melzi

of academic success. As we mentioned earlier, without such knowledge, Latino

children are at risk of having their cultural differences from European American
culture mistaken for deficits and their deficits not properly identified. Moreover,
practitioners need to work with the cultural grain of students who genuinely lag
behind their peers in order to optimize chances for successful treatment. This
volume makes explicit which aspects of narration are valued in the broad Latino
community.
In the context of the United States, some argue that there is an overrepre-
sentation of Spanish-speaking children enrolled in special education programs
(Artiles & Trent, 1994). Much of the research conducted on Spanish-speaking
children has looked at those who are identified using labels such as Specific
Language Impaired or Delayed. This volume is an explicit effort to redress that
tendency.
That said, Spanish-speaking children are not a monolithic group by any
means. Lipski (1994) has a detailed discussion of linguistic variation in The
World’s Spanishes. Thus, our book includes diverse populations, including (1)
U.S. Americans whose families come from Puerto Rico, Mexico, Dominican
Republic, and El Salvador; and (2) Latin Americans in Peru, Puerto Rico, Costa
Rica, Ecuador, and Venezuela. We also have some participants from mixed
backgrounds. This diversity is representative of Latino communities around the
world. We include a range of Spanish varieties spoken as a first language, along
with diverse bilingual and trilingual communities, whose linguistic repertoires
might include Spanish, English and indigenous languages such as Quechua (as
used in Peru) or Quichua (as used in Ecuador).

references
Artiles, A. J., & Trent, S. C. (1994). Overrepresentation of minority students in special
education: A continuing debate. Journal of Special Education, 27(4), 410–437.
Lipski, J. M. (1994). Latin American Spanish. New York: Longman.
Scarborough, H. S. (2001). Connecting early language and literacy to later reading
(dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson
(Eds.), Handbook of early literacy research, Vol. 1. NY: Guilford.
Shorris, E. (1992). Latinos. NY: Norton.
Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young
children. Washington, DC: National Academy Press.
Suárez-Orozco, M. M., & Páez, M. M. (2002). Latinos: Remaking America. Berkeley:
University of California Press.
Tabors, P. O., Snow, C. E., & Dickinson, D. K. (2001). Homes and schools together:
Supporting language and literacy development. In D. K. Dickinson & P. O. Tabors
(Eds.), Beginning literacy with language (pp. 313–334). Baltimore: Brookes.
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