Planning intervention for narrative comprehension deficits requires a thorough understanding of a child’s skill in all component domains. The purpose of this study was to examine the validity of three methods of measuring pre-readers’ event knowledge, an important predictor of story comprehension. Thirty-eight typically developing children (12 males; 26 females) between the ages of 30–59 months (M = 42.05 SD = 7.62) completed three measures – verbal account, enactment, picture-sequencing – that tapped their knowledge of two different events before listening to stories based on each of those events and completing story comprehension tasks. Scores for verbal account and enactment, but not for picture sequencing, (1) were moderately correlated with comprehension scores for the corresponding story; (2) reflected differential knowledge of the two events, though not in the expected direction; (3) were moderately correlated with one another in the case of each story. In general measures for the same event were more highly correlated with one another than with measures of the other event. Overall, results suggest that verbal account and enactment may yield information useful for clinicians planning intervention for children with narrative comprehension deficits.

计划针对叙述性理解缺陷的干预措施需要对儿童在所有组成领域中的技能有透彻的了解。这项研究的目的是检验衡量预读者事件知识的三种方法的有效性，这三种方法是故事理解的重要预测指标。38名典型的正在发展中的儿童（12名男性； 26名女性）年龄在30-59个月之间（M = 42.05 SD= 7.62）完成了三项措施–口头陈述，制定，图片排序–在听取基于每个事件的故事并完成故事理解任务之前，他们充分利用了他们对两个不同事件的知识。口头表达和成文评分，而不是图片序列评分，（1）与相应故事的理解分数适度相关；（2）反映了对这两个事件的不同认识，尽管不是在预期的方向上；（3）在每个故事的情况下彼此之间具有中等程度的相关性。一般而言，同一事件的度量之间的相互关系比与另一事件的度量之间的相关性更高。全面的，