Brock University Digital Repository

Brock University's Digital Repository is an online archive showcasing and preserving the Brock community's scholarly output as well as items from the Library's Archives & Special Collections. Researchers can disseminate their work by depositing it in this Open Access repository, which provides free, immediate access to users while also allowing Brock scholars to track downloads and views of their scholarship. The Digital Repository is also the home of the Brock University E-Thesis Portal.

For more information, see the repository's policies and procedures.

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Now showing 1 - 5 of 9

Recent Submissions

Access status: Open Access ,
R. H. McGregor School, King's Silver Jubilee, 1935
(1935) Rickard Photo
In May 1935, children at R. H. McGregor school in East York gathered together to commemorate the jubilee of King George V. The school children, teachers and staff gathered together to commemorate the day with a photograph.
Access status: Open Access ,
R. H. McGregor School entrance graduates and home and school executive, June 1933
(1933)
R. H. McGregor School photograph, 1933
Access status: Open Access ,
Canadian military service personnel and staff, Canadian Legion War Services Club
(1940) Duncan, Alvin
Photograph of Canadian military personnel in front of the Canadian Legion War Services Club
Access status: Open Access ,
Ella Crowley's red scrapbook #1
(1947) Crowley, Ella Margaret Adams
Red scrapbook #1 includes clippings of recipes and news items related to church and family. It also includes several black and white photographs without identification.
Access status: Open Access ,
Exploring Narrative Skill Differences in Monolingual and Bilingual Children with Developmental Language Disorder
(Brock University, 2026-01-28) Forouzandeh Shahraki, Bahar; Dempsey, Lynn; Department of Applied Linguistics
This study investigated differences in narrative skills between monolingual and Farsi English bilingual children with Developmental Language Disorder (DLD). The research explored whether bilingualism influences the macrostructure (narrative coherence), microstructure (sentence complexity and lexical diversity), and artfulness (expressive elaboration) of children’s storytelling. Twenty children aged five to seven years, who had been diagnosed with DLD participated. Participants were categorized as monolingual (n = 10) or bilingual (n = 10) based on parent responses on the Language Exposure Assessment Tool (LEAT). A pilot study was first conducted to develop and validate the Narrative Artfulness Questionnaire (NAQ), which measures listeners’ perceptions of narrative creativity and expressiveness. In the main study, children’s story retells were collected using the Multilingual Assessment Instrument for Narratives (MAIN) and analyzed for structural and expressive components. Quantitative analyses compared children’s performance across multiple narrative measures: macrostructure (Main Score, AO, G, GA/GO, GAO), microstructure (MLU-W, MLU-M, NTW, NDW, TTR), and artfulness (total NAQ score). Analyses revealed no statistically significant differences between bilingual children with DLD and their monolingual peers on any measures of narrative macrostructure and microstructure. However, on the NAQ there was a statistically significant difference between groups, indicating that bilingual participants produced more expressive narratives, and suggesting strengths in narrative artfulness. These results are consistent with research indicating that bilingualism does not negatively affect the structural aspects of narrative production in children with DLD, and suggest that it may be associated with enhanced expressive and creative dimensions of storytelling. The study offers implications for speech-language pathologists (SLPs) and educators, emphasizing the importance of supporting both languages in intervention and highlighting directions for future research on bilingual narrative assessment.