NSS Scoring Guide

INTRODUCTION:

The Narrative Scoring Scheme (NSS) is an assessment tool that provides an index of the student’s ability to produce
a coherent narrative. It was developed to create a more objective narrative structure scoring system and is based on
an earlier version, Rubric for Completing a Story Grammar Analysis, developed by the Madison Metropolitan
School District SALT working group, 1998, following the work of Stein and Glenn, 1979; 1982. This scoring
procedure combines many of the abstract categories of Story Grammar, adding features of cohesion, connecting
events, rationale for characters’ behavior and referencing. Each of the scoring categories has explicit examples to
establish scoring criteria, reducing the abstractness of the story grammar categories.

Samples from the following SALT reference databases have all been coded for NSS:
• Narrative Story Retell, consisting of samples from typically-developing children in grades P, K, 1, 2, 3 and
4, ages 4;4 - 10;1, whose primary language is English.
• Bilingual Story Retell databases, consisting of Spanish and English samples from typically-developing
bilingual children in grades K, 1, 2 and 3, ages 5;0 – 9;9, who are native Spanish-speakers learning English
as a second language.

These databases can be utilized to compare a student’s narrative skills to those of age-matched peers. Clinicians can
compare individual characteristics of the NSS or the composite score using the database. The narrative retell task
may be repeated to assess progress of story retell skills.

SCORING GUIDELINES:

Assigning NSS Scores:

The NSS is scored using a 0 - 5 point scale for each of the following seven categories:
1. Introduction
2. Character Development
3. Mental States
4. Referencing
5. Conflict/Resolution
6. Cohesion
7. Conclusion

5 points are given for “proficient” use, 3 points for “emerging” or “inconsistent” use and 1 point for “immature” or
“minimal” use. Scores of 2 and 4 are used for intermediate performance. Scores of zero (0) are given for poor
performance and for a variety of child errors including telling the wrong story, conversing with the examiner, not
completing/refusing the task, abandoned utterances, unintelligibility, and when target components of the NSS are
imitated. The scores for each characteristic can be considered individually or combined into a total composite score
(highest possible score being 35).

Description of NSS characteristics:

1. Introduction: Scores are determined by the presence, absence, and qualitative depiction of character and
setting components.
2. Character Development: Scores are based on the acknowledgement of characters and their significance
throughout the story.
3. Mental States: Narratives are evaluated based on the vocabulary used to convey character emotions and
thought processes. The frequency as well as the diversity of mental state words is considered. For example,
if a story provides frequent opportunities to verbalize anger themes and a child marks each of these with
“mad,” he/she will not receive as high of a score as a child who explains one opportunity using “mad,”
another using “angry,” another using “upset,” and so on. Mental state words can be either adjectives (e.g.,
sad, happy, scared) or active cognitive-state words (e.g., believe, know, remember).

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 4. Referencing: Scores are given according to the consistent and accurate use of antecedents and clarifiers
throughout the story. Student’s use of correct pronouns and proper names should be considered in this
score.
5. Conflict/Resolution: Scores are based on the presence/absence of conflicts and resolutions required to
express the story as well as how thoroughly each is described.
6. Cohesion: The sequencing of, details given to, and transitions between each event are examined.
7. Conclusion: Scores are based on the conclusion of the final event as well as the wrap-up of the entire story.

Helpful Scoring Tips:

• Be familiar with the narrated story. It is recommended that the scorer have a copy of the story to reference
while scoring.
• Print the narrative transcript.
• Read the transcript as fluidly/inclusively as possible, ignoring SALT transcription codes.
• Write comments and circle or flag key words/utterances such as mental state words or difficulty with
referents and pronouns.
• For each characteristic, review the NSS before assigning a score. Read the criteria along the continuum of
points. Determine what is present in the transcript and score accordingly. This will insure intra- and inter-
rater reliability.
• Conflict/Resolution and Cohesion are story grammar elements which are distributed across the entire
narrative. They do not occur at one static point within the story. The scoring of these characteristics must
take into account the story as a whole.
• Conflict/Resolution (CR) is based on the presence of CRs necessary for telling a complete story as well as
the clarity and richness in which these story elements are expressed. A child who is missing elemental
conflicts and/or resolutions will receive a proportionately lower score than a child who narrates all conflicts
and resolutions necessary for advancing that story. A child who expresses these CRs clearly and
comprehensively receives a proportionately higher score than a child who narrates under-developed CRs.
• Frequently review what constitutes a score of 0 or NA. Explanations are given at the bottom of the NSS
scoring rubric.
• Proficiency in assigning scores will develop with experience.
• See “Appendix B” for scoring samples.

COMPARING TO THE SALT REFERENCE DATABASES:

*See “Appendix A” for instructions on how to use SALT to insert and calculate NSS scores.

TRYING IT OUT:

Within “Appendix B” of this training manual there are examples of “good”, “average”, and “poor” narrative retells
for each of the stories contained in the SALT reference databases. These will provide examples of the scoring
rationale.

Download the NSS practice transcripts from the SALT web site and compare your scores to those of our trained
transcribers.

www.saltsoftware.com/training/handcoded/nss.cfm

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Appendix A: Inserting and Calculating NSS Scores using SALT 2008
1. Start up the SALT program and open your transcript file.

2. Create and save the NSS plus lines as one of the current text lists. Note: you only need to do this once.

• Select Current Word and Text Lists Æ Current Text List from the Setup menu. In the Selection
character(s) text box, type NSS. In the Label text box, type Narrative Scoring Scheme. In the large text
box, type the NSS plus lines, one per line as follows:

+ Introduction:
+ CharacterDev:
+ MentalStates:
+ Referencing:
+ ConflictRes:
+ Cohesion:
+ Conclusion:

• Click the Save as Default button to save these plus lines. Click Yes to save them and OK to continue. In
future, this text list will be available when you start up SALT.

• Click OK to close the dialogue box.

3. Insert NSS plus lines at the bottom of the transcript.

• Type <Ctrl+B> (or select Insert Text Æ at Bottom of transcript from the Edit menu).

• When presented with the list of available text, type NSS to select the NSS plus lines. The plus lines are
inserted at the bottom of your transcript.

4. Assign NSS scores.

• Read the transcript and apply the seven NSS scores (0-5).
Example:
+ Introduction: 4
+ CharacterDev: 5
+ MentalStates: 2
+ Referencing: 3
+ ConflictRes: 5
+ Cohesion: 4
+ Conclusion: 4

• Type your seven NSS scores (0-5 or NA) at the end of the appropriate NSS plus lines.

5. Calculate the NSS composite score and add it as a plus line at the end of the transcript.

• Select Calculate Æ NSS Score from the Edit menu and you are presented with the “Calculate NSS Score”
dialogue box. The seven NSS scores you assigned should be displayed, followed by the composite score
which is the sum of the seven individual scores. If you assigned NA for any of the NSS scores, the score is
left blank and the composite score cannot be calculated. If any of the other scores are missing, close this
dialogue box and check the spelling of the NSS plus lines you inserted at the end of your transcript.

• Click the Insert NSS plus line at end of transcript button. The dialogue box is closed and the composite
score is entered on a plus line at the end of your transcript.
Example:
+ NSS: 27

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Appendix B: NSS SCORING EXAMPLES
Characteristic HIGH (Proficient Score 4-5)
Introduction FWAY Introduction
“A little boy went out one day and caught a
frog. He put the frog in a jar and stared at
him when he got to his room again. The dog
looked in the jar and saw the frog too. While
the boy was sleeping the frog jumped down
and ran out the window.”
Note: All three characters are mentioned.
There is mention of the setting (boy’s
bedroom, the frog is in the jar). Events are
ordered correctly.
PGHW Introduction
“In this story a little girl named Pookins, she
always gets her own way. And she’s used to
it because probably her mom and don’t really
care.”
Mental States* DDS Mental States
“On his way home he thought about if he
should eat the mouse or not…The next day
the fox cam in looking very happy and in no
pain at all… I would be honored said the
fox… I forgot to mention, said Dr.
DeSoto…”
*The mental states characteristic encompasses mental states such as feelings (sad, angry, mad) but also “cognitive states” (thoughts of
characters, emotional responses, etc.)
Referencing DDS Referencing
“Dr. DeSoto said, hold on just a minute. He
pulled his head back into the window and
talked with his wife…”
Note: Contains antecedent and uses adequate
referencing for multiple characters
MEDIUM (Emerging Score 2-3)
FWAY Introduction
“One morning Tom woke up. Tom was
looking at his frog. At night the frog went
out.”
Note: Minimal detail of characters and not all
characters are mentioned. Setting is not
mentioned
PGHW Introduction
“Pookins is a nice lady. But she always
made faces.”
PGHW Mental States
“And she is crying. So she wants to get out.”
“She liked it.”
APNF Mental States (Score of three)
“ Then he met an angry rhinoceros… And
then Fluffy started feeling bad”
FWAY Referencing
“He looked out the window and saw a fox.
He said, I can’t help you. And then he was
thinking, but my tooth aches.”
Note: Inconsistent use of referents.
Unfamiliar listener would be confused.
LOW(Minimal/Immature Score 0-1)
FWAY Introduction
“First the boy was looking at the frog.”
Note: Overall poor performance that lacks
detail or specificity in set-up.
PGHW Introduction
“She was eating her x. And then she made
faces.”
Note: Poor referencing, launches into story
without set up.
No use of mental states words.
APNF Referencing
“And then he put on more shaving cream.
Then he ate marshmallows. He stuck whip
cream in feathers. Then he said I’m not fluffy.
Note: Lack of antecedents to pronouns and
diversity of referents
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NSS Rubric for Frog Where are You? by Mercer Mayer (1969)

Characteristic Proficient (5) Emerging (3) Minimal/Immature (1)

1) Setting:
- States general place and provides some detail about
the setting (e.g., reference to the time of the
setting, daytime, bedtime, season).
- Setting elements are stated at appropriate place in
Introduction
story.
1) Setting:
- States general setting but provides no detail.
- Description or elements of setting are given
intermittently through story.
- May provide description of specific element of - Launches into story with no attempt to provide the
setting (e.g., the frog is in the jar). setting.

2) Characters: 2) Characters:
- Main characters are introduced with some - Characters of story are mentioned with no detail or
description or detail provided. description.
- Main character(s) and all supporting character(s)
are mentioned.
- Both main and active supporting characters are - Inconsistent mention of involved or active characters.
- Throughout story it is clear child can discriminate
mentioned. - Character(s) necessary for advancing the plot are not
Character between main and supporting characters (e.g.,
- Main characters are not clearly distinguished from present.
Development more description of, emphasis upon main
supporting characters. -No narration in first person
character(s)).
-Minimal narration in first person
- Child narrates in first person using character voice
(e.g., “You get out of my tree”, said the owl.).
- Mental states of main and supporting characters are
- Some use of evident mental state words to develop
expressed when necessary for plot development
Mental States character(s). - No use of mental state words to develop character(s).
and advancement.
- A variety of mental state words are used.
- Excessive use of pronouns.
- Provides necessary antecedents to pronouns.
Referencing - Inconsistent use of referents/antecedents. - No verbal clarifiers used.
- References are clear throughout story.
- Child is unaware listener is confused.
- Random resolution(s) stated with no mention of cause
- Under developed description of conflicts and
or conflict.
- Clearly states all conflicts and resolutions critical resolutions critical to advancing the plot of the
OR
to advancing the plot of the story. story.
Conflict Resolution - Conflict mentioned without resolution.
(For a detailed list of conflicts/resolutions, see addendum) OR
OR
- Not all conflicts and resolutions critical to advancing
- Many conflicts and resolutions critical to advancing
the plot are present
the plot are not present.
- Events follow a logical order.
- Excessive detail or emphasis provided on minor
events leading the listener astray.
- Events follow a logical order.
OR
- Critical events are included while less emphasis is
Cohesion - Transitions to next event unclear. - No use of smooth transitions.
placed on minor events.
OR
- Smooth transitions are provided between events.
- Minimal detail given for critical events.
OR
- Equal emphasis on all events.
- Story is clearly wrapped up using general - Specific event is concluded, but no general -Child abruptly ends story (e.g., stops narrating and
Conclusion concluding statements such as “and they were statement made as to the conclusion of the whole listener may need to confirm that retell has ended).
together again happy as could be”. story.
Scoring: Each characteristic receives a scaled score 0-5. Proficient characteristics=5, Emerging=3, Minimal/ Immature=1. Scores in between (e.g., 2, 4) are undefined, use judgment. Scores of 0, NA
are defined below. A composite is scored by adding the total of the characteristic scores. Highest score=35.
A score of 0 is given for Child Errors (i.e., telling the wrong story, conversing with examiner, not completing/refusing task, using wrong language creating inability of scorer to comprehend story in
target language, abandoned utterances, unintelligibility, poor performance, components of rubric are in imitation-only).
A score of NA (non-applicable) is given for Mechanical/Examiner/Operator Errors (i.e., interference from background noise, issues with recording (cut-offs, interruptions), examiner quitting before
child does, examiner not following protocol, examiner asking overly specific or leading questions rather than open-ended questions or prompts).

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Rubric Addendum: Conflict Resolution Frog Where are You?

Conflict Resolution
A frog sneaks out of a jar and escapes through an open window The frog is found
When the boy wakes up he notices that the frog is gone The boy looks for the frog in his boot while the dog looks in the jar
The frog’s head gets stuck in the jar The jar breaks off after the dog falls
The dog leans out of the window with the heavy jar stuck on his
The boy goes down to help the dog
head and falls
The boy is mad at the dog The dog licks the boy
The boy calls into a hole and the dog barks at a beehive looking
The boy calls for the frog and hears no answer
further for the frog
A gopher bites the boy’s nose and yells at him The boy leaves and calls into a different hole
The dog knocks down the beehive and the bees chase after him The dog runs away
An owl comes out of the hole and scares the boy, knocking him
The boy looks somewhere else by climbing onto a rock
out of the tree
The boy calls into the woods and needs something to hold onto on
The boy grabs onto what seem to be tree branches
top of the rock
The branches are deer antlers
The deer stands up and begins running with the boy on his head
and the dog following
The deer abruptly stops at the edge of a cliff and throws the boy
The boy and the dog emerge
and the dog over into the water
The boy hears a noise and is not sure if it is the frog The boy follows the sound and looks over a log
The boy’s frog had babies so it could not go home with the boy The frog lets the boy have one of its babies

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NSS Rubric for A Porcupine Named Fluffy by Helen Lester (1986)

Characteristic Proficient (5) Emerging (3) Minimal/Immature (1)

-Setting and story theme stated, including all of the
following: -Identifies three characters
1. Mr. And Mrs. Porcupine are named -Launches into story without mentioning characters
Introduction 2. They were delighted to have a baby AND/OR and/or needing to name the baby.
3. Need to name the baby -Conveys the relationship among the porcupines

Character Development
-Both main and supporting characters introduced by name and relationship to others
including:
1. Mr. and Mrs. Porcupine (parents)
2. Fluffy (child)
3. Hippo (friend) -For any characters: child uses weak descriptions or same kind of
descriptions and/or traits leading to minimal character information on any -Does not mention any characteristics about main or
character. supporting characters
AND
-Physical description or personality traits are used to describe main and supporting
characters (e.g., identifies that the characters are porcupines, rhino is mean, porcupine is AND/OR AND
soggy, porcupine is not fluffy, etc) -Minimal narration in first person -No narration in first person

AND
-Narrates in first person when appropriate

-All mental and emotional states are provided when necessary for plot development and
advancement. -Some mental and emotional states are stated in some, not all situations.
-Use multiple states including at least one from each of the following categories: -Use of any of three:
1. Affective states (e.g., delighted, convinced, not pleased, embarrassed) 1. Affective states
Mental and Emotional 2. Mental states (e.g., knew the truth, decided, trying to think, didn’t know 2. Mental states -No use of mental or emotional states
States what a rough time was, didn’t like the sound of it, doesn’t mind being 3. False belief
fluffy) OR
3. False belief (e.g., suspicious, doubt) -Repetition of only one or two mental and emotional states.
Child may use mental and emotional states not mentioned in the original narration.

- Provides all references (including correct character names and appropriate pronouns)
-Does not provide ALL information necessary to make connections
Referencing/Listener and adequate background information (of characters, settings, and events)
between characters, settings, and events
-Presupposes shared listener knowledge and does not cue
Awareness -Cues into the listener’s awareness of the story. into the listener’s signs of confusion
-Listener can follow the story without requesting clarification.

-All 5 major conflicts/resolutions necessary for plot advancement are present and clear
regarding characters and events including some mention of
-3 of 5 of the major conflicts/resolutions necessary for plot advancement -Story contains 1 or none of the 5 major
1. Mr. and Mrs. Porcupine need a name for their baby/They name him Fluffy
are included conflicts/resolutions necessary for plot advancement
2. Fluffy doubts that he is fluffy/Fluffy knows that he is not fluffy
OR
3. Fluffy tries to become fluffy/Fluffy does not become fluffy
Conflict/Resolution 4. The rhino asks what Fluffy’s name is/Fluffy answers and the rhino laughs
OR -Conflicts/Resolutions are so underdeveloped or
-Most of the major conflicts/resolutions included but underdeveloped (e.g., unresolved that the story does not make sense to the
5. The rhino tells Fluffy his name is Hippo/Fluffy laughs
lacking supporting details) listener
(For a detailed list of conflicts/resolutions, see addendum)

-Most events and supporting details are missing and/or

All events are included and in a logical/appropriate order
-Some events and supporting details included or in a logical/ appropriate follow illogical order.
AND
order. AND
-Supporting details are included and at a logical/ appropriate place in the story
AND/OR -No variation or use of transitional words or phrases.
Cohesion AND
-Little variation or use of transitional words or phrases. AND/OR
-Includes smooth transitions between events (e.g., and, then, next, etc)
AND/OR -Child uses excessive pause time and/or many
AND
-Possible use of some pause time and/or some revisions/reformulations. revisions/reformulations.
-Child uses appropriate pause time and minimal revisions/reformulations.

-Smooth transition to conclusion.

-Story is clearly wrapped up with some mention of ALL three: - Child mentions only 2 of the 3 necessary endings -Child abruptly ends story (e.g., stops narrating and
Conclusion 1. Fluffy and Hippo laughing or becoming tired AND/OR listener may need to confirm that retell has ended).
2. Fluffy and Hippo becoming friends - Some pauses and/or some revisions/reformulations present in narrative .
3. Fluffy didn’t mind being fluffy anymore.

Scoring: Each characteristic receives a scaled score 0-5. Proficient characteristics=5, Emerging=3, Minimal/Immature=1. Scores in between are undefined, use judgment. Scores of 0 and NA are defined below. A composite is scored by adding the total of the characteristic
scores. Highest score possible=35.
* A score of 0 is given for CHILD errors (i.e., telling the wrong story, conversing with examiner, not completing/refusing task, abandoned utterances, unintelligibility, poor performance, components of rubric are given in imitation-only manner).
* A score of NA (non-applicable) is given for MECHANICAL/EXAMINER/OPERATOR errors (i.e., interference from background noise, issues with recording, examiner quitting before child does, examiner not following protocol, examiner asking overly specific or
leading questions rather than using open-ended questions or prompts.

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Rubric Addendum: Conflict Resolution A Porcupine Named Fluffy
Conflict Resolution
Major Conflict/
Mr. and Mrs. Porcupine need a name for their child. They name him Fluffy.
Resolution
Major Conflict/ Fluffy doubts that he is fluffy (because he sticks to door, pokes
Fluffy knows that he is not fluffy.
Resolution holes in mattress, pokes through umbrella)
Fluffy does not become fluffy (doesn’t
Fluffy tries to become fluffy (tries to become a cloud, and a pillow, stay up as a cloud, does not please his
Major Conflict/
tries to take a bubble bath, to use whipped cream, to eat mother as a pillow, becomes soggy in the
Resolution
marshmallows, to roll in shaving cream, to become a bunny). bubble bath, gets gooey with whipped
cream).
Fluffy goes for a walk and meets a mean rhino.
Major Conflict/
The rhino asks Fluffy’s her name. Fluffy answers and the rhino laughs.
Resolution
Fluffy asks the rhino’s name. Fluffy has to guess.
Major Conflict/
The rhino tells Fluffy his name is Hippo. Fluffy laughs.
Resolution
Fluffy and Hippo laugh together, get
exhausted, and become best friends.
Fluffy does not mind being called Fluffy
anymore.

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NSS Rubric for Pookins Gets Her Way by Helen Lester (1987)

Characteristic Proficient (5) Emerging (3) Minimal/Immature (1)

Child only mentions:
-Pookins is used to getting her own way (no mention that there are
-States that there is a little girl named Pookins who is used to getting her own way, and if Launches into story without mentioning that Pookins
consequences when she doesn’t get her own way)
Introduction she doesn’t get her way she’ll make bad faces, yell loudly, and throw apples.
OR
always gets her way, and if she doesn’t, there are
consequences.
-Pookins throws apples, etc. (without mentioning who Pookins is and why
she throws apples)
-Both Pookins and the gnome are described by key behavioral, social, and/or emotional
-Describes only one character using many behavioral, social, and/or
traits.
emotional traits.
For example:
OR
Gnome: Describing the gnome as being magical in some way and offering to help -Does not mention any characteristics about either
-Child uses weak descriptions or same kind of descriptions and/or traits
Pookins. Pookins or the gnome.
Character Development Pookins: Describing Pookins as being naughty in some way and/or as someone who
throughout story for either one or both characters (minimal character
AND
information).
does mischievous things. -No narration in first person.
AND/OR
AND
-Minimal narration in first person
-Narrates in first person when appropriate.

-All mental and emotional states are provided when necessary for plot development and
advancement. -Some emotional and mental states are stated in some, not all, situations.
Mental and Emotional -Use of affective states (e.g., sorry, happy) and mental states (e.g., wants, felt, need, OR -No use of mental or emotional states.
States decided) -Repetition of only one or two emotional and mental states.
Child may use mental and emotional states not mentioned in the elicitation procedure.

-Provides all references (including correct character names and appropriate pronouns)
-Does not provide ALL information necessary to make connections between -Presupposes shared listener knowledge and does not
Referencing/Listener and adequate background information (of characters, settings, and events),
characters, settings, and events. cue into the listener’s signs of confusion.
Awareness -Cues into listener’s awareness of the story
-Listener can follow the story without requesting clarification.

All 6 major conflicts/resolutions necessary for plot advancement are present and clear
regarding characters and events including some mention of:
1. Pookins doesn’t get her way /She makes faces, yells loudly, and throws apples -Story contains 1 or none of the 6 major
2. Gnome asks what he can do for Pookins and Pookins makes wishes/Gnome -3 of 6 of the major conflicts/resolutions necessary for plot advancement are
conflicts/resolutions necessary for plot advancement.
grants wishes included.
3. Gnome turns Pookins into flower/ Pookins decides that getting her own way
isn’t so much fun after all OR
Conflict/Resolution 4. Pookins wants to get out of the pot, Gnome doesn’t let her out/Pookins begins to OR
cry -Conflicts/Resolutions are so underdeveloped or
-Most of the major conflicts/resolutions included but underdeveloped (e.g.,
5. Gnome is worried about magic hat losing its powers/ Pookins feels sorry for the unresolved the story does not make sense to the
lacking supporting details).
gnome for the first time and puts him under her petals to keep him dry listener.
6. Gnome tells Pookins that he’ll turn her back if she puts her bad faces, loud yells,
and apples into the magic hat forever/ Pookins does
(For a detailed list of conflicts/resolutions, see addendum)
-All events are in a logical/appropriate order -Most events and supporting details follow illogical
AND -Some events and supporting details included in a logical/ appropriate order. order.
-Supporting details are included at a logical/ appropriate place in the story AND/OR AND
Cohesion AND -Little variation or use of transitional words or phrases. -No variation or use of transitional words or phrases.
-Smooth transitions between events (e.g., and, then, next, etc) AND/OR AND/OR
AND -Some pauses and/or some revisions/reformulations present in narrative -Child uses excessive pause time and/or many
-Child uses appropriate pause time and minimal revisions/reformulations. revisions/reformulations.

-Smooth transition to conclusion.

-Mentions only 2 of the 3 necessary endings
-Story is clearly wrapped up with some mention of ALL three : -Child abruptly ends story (e.g., stops narrating and
AND/OR
Conclusion 1. Pookins promises to be good.
-Provides some verbal indication that the retell is complete (e.g., the end).
listener may need to confirm that retell has ended).
2. Pookins turns back into a girl.
3. Pookins kept one apple just in case.

Scoring: Each characteristic receives a scaled score 0-5. Proficient characteristics=5, Emerging=3, Minimal/Immature=1. Scores in between are undefined, use judgment. Scores of 0 and NA are defined below. A composite is scored by adding the total of the
characteristic scores. Highest score possible=35.
* A score of 0 is given for CHILD errors (i.e., telling the wrong story, conversing with examiner, not completing/refusing task, abandoned utterances, unintelligibility, poor performance, components of rubric are given in imitation-only manner).
* A score of NA (non-applicable) is given for MECHANICAL/EXAMINER/OPERATOR errors (i.e., interference from background noise, issues with recording, examiner quitting before child does, examiner not following protocol, examiner asking overly specific
or leading questions rather than using open-ended questions or prompts.

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Rubric Addendum: Conflict Resolution Pookins Gets Her Way

Conflict Resolution
Overarching Conflict – Pookins is used to getting Pookins knows that she can’t make bad faces, yell
her own way loudly or throw apples to get her way.
Pookins makes bad faces, yells loudly, and throws
Major Conflict/ Resolution Pookins doesn’t get her way.
apples.
Because she misbehaves, Pookins always gets her
own way (she eats ice cream for breakfast, never
eats her vegetables, doesn’t pick up clothes, gets all
the toys she wants, rollerskates in the living room,
goes to bed after owls)
Pookins goes for a skip and meets the gnome.
Gnome asks what he can do for Pookins. She
Major Conflict/ Resolution wants new cowboy boots, a beautiful queen hat Gnome grants wishes.
with diamonds, and she wants to be a flower.
Gnome turns Pookins into flower (puts her in a pot,
puts soil around her roots, covers up her cowboy Pookins decides that getting her own way isn’t so
Major Conflict/ Resolution
boots, provides plenty of water, stands her in the much fun after all.
sun).
Pookins wants to get out of the pot, but the gnome
Major Conflict/ Resolution tells her that she wanted her own way and he gave Pookins begins to cry.
it to her.
Pookins feels sorry for the gnome for the first
It begins to rain. Gnome is worried about magic hat
Major Conflict/ Resolution time. She puts him under her petals to keep him
losing its powers.
dry. He stays there until the rain stops.
Gnome tells Pookins that he’ll turn her back if she
Major Conflict/ Resolution puts her bad faces, loud yells, and apples into the Pookins promises that she will.
magic hat forever.
Gnome rubs his hat. Pookins is no longer a flower.
Pookins goes home. She keeps one apple just in
case.

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NSS Rubric for Doctor DeSoto by William Steig (1982)

Characteristic Proficient (5) Emerging (3) Minimal / Immature (1)

-Setting and story theme stated, including all of the following:
1. Dr. DeSoto is a dentist -Identifies Dr. DeSoto and his wife
-Launches into story without mentioning characters
Introduction 2. His wife is his assistant AND
and/or Dr. DeSoto’s work
3. He has different arrangements for different animals -Provides some detail regarding Dr. DeSotos’s work
4. He refuses to treat animals dangerous to mice

Character Development
-Both main and supporting characters introduced by name and relationship to others
including:
1. Dr. DeSoto and his wife -For any characters: child uses weak descriptions or same kind of
-Does not mention any characteristics of main or
2. The fox is dangerous to mice descriptions and/or traits leading to minimal character information
supporting characters
3. Different animals come to see Dr. DeSoto
AND AND/OR
AND
-Physical description or personality traits are used to describe main and supporting -Minimal narration in first person
-No narration in first person
characters (e.g., Dr. DeSoto does good work, fox is well-dressed, etc)
AND
-Narrates in first person when appropriate

-All mental and emotional states are provided when necessary for plot development and
-Some mental and emotional states are stated in some, not all situations.
advancement.
-Use of any of three:
-Uses multiple state words including at least one from each of the following categories:
1. Affective states
Mental and Emotional 1. Affective states (e.g., feel, brave, cheerful, hate, stunned)
2. Mental states -No use of mental or emotional states
States 2. Mental states (e.g., decide, realize, guess, came to, wonder, know, worry,
3. False belief
think, be serious, make up his mind)
OR
3. False belief (e.g., suspect)
-Repetition of only one or two mental and emotional states.
Child may use mental and emotional states not mentioned in the original narration.

-Provides all references (including correct character names and appropriate pronouns)
-Does not provide ALL information necessary to make connections -Presupposes shared listener knowledge and does not cue
Referencing/Listener and adequate background information (of characters, settings, and events)
between characters, settings, and events into the listener’s signs of confusion.
Awareness -Cues into the listener’s awareness of the story
-Listener can follow the story without requesting clarification.

-All 7 major conflicts/resolutions necessary for plot advancement are present and clear
including some mention of:
1. Dr. DeSoto treats the fox, an animal dangerous to mice/Dr. DeSoto and his -4 of 7 of the major conflicts/resolutions necessary for plot advancement -Story contains 1 or none of the 7 major
wife outmaneuver the fox. are included conflicts/resolutions necessary for plot advancement
2. Dr. DeSoto treats animals of all sizes/He uses different strategies
Conflict/Resolution 3. The fox wants to come in/Dr. DeSoto and his wife decide to risk it OR OR
4. The fox needs to have a tooth removed/DrDeSoto removes it -Most of the major conflicts/resolutions included but underdeveloped (e.g., -Conflicts/Resolutions are so underdeveloped or
5. The fox dreams about eating the mice/He wakes up and leaves. lacking supporting details) unresolved the story does not make sense to the listener
6. Dr. DeSoto and his wife worry/They come up with a plan
7. The fox is tempted to eat Dr. DeSoto/Dr. DeSoto carries out his plan.
(For a detailed list of conflicts/resolutions, see addendum)

-All events are included and in a logical/appropriate order -Most events and supporting details are missing and/or
-Some events and supporting details included or in a logical/ appropriate
AND follow illogical order.
order.
-Supporting details are included and at a logical/ appropriate place in the story AND
AND/OR
Cohesion AND
-Little variation or use of transitional words or phrases.
-No variation or use of transitional words or phrases.
-Includes smooth transitions between events (e.g., and, then, next, etc) AND/OR
AND/OR
AND -Child uses excessive pause time and/or many
-Some pauses and/or some revisions/reformulations present in narrative.
-Child uses appropriate pause time and minimal revisions/reformulations. revisions/reformulations.

-Smooth transition to conclusion.

-Mentions only 2 of the 3 necessary endings
-Story is clearly wrapped up with some mention of ALL three: -Child abruptly ends story (e.g., stops narrating and
AND/OR
Conclusion 1. Dr. and Mrs. DeSoto glue the fox’s mouth shut
-Provides some verbal indication that the retell is complete (e.g., the end).
listener may need to confirm that retell has ended).
2. The Fox cannot open his mouth and leaves
3. Dr. and Mrs. DeSoto take the rest of the day off

Scoring: Each characteristic receives a scaled score 0-5. Proficient characteristics=5, Emerging=3, Minimal/Immature=1. Scores in between are undefined, use judgment. Scores of 0 and NA are defined below. A composite is scored by adding the total of the
characteristic scores. Highest score possible=35.
* A score of 0 is given for CHILD errors (i.e., telling the wrong story, conversing with examiner, not completing/refusing task, abandoned utterances, unintelligibility, poor performance, components of rubric are given in imitation-only manner).
* A score of NA (non-applicable) is given for MECHANICAL/EXAMINER/OPERATOR errors (i.e., interference from background noise, issues with recording, examiner quitting before child does, examiner not following protocol, examiner asking overly specific
or leading questions rather than using open-ended questions or prompts.

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Rubric Addendum: Conflict Resolution Doctor DeSoto
Conflict
Dr. DeSoto is a dentist who refuses to treat animals dangerous to
mice. One day they saw a fox with a flannel bandage around his jaw.
Dr. DeSoto treats animals of all sizes.
The fox wants to come in and be treated because he is in a lot of pain.
The fox needs to have a tooth removed.
The fox dreams about eating the mice.
Dr. and Mrs. DeSoto worry about what will happen the next day.
The fox is tempted to eat Dr. DeSoto again.
Resolution
Dr. DeSoto and his wife outmaneuver the fox.
He uses various strategies (e.g., animals his size sit in the
chair, he uses a ladder for larger animals, etc.)
Dr. DeSoto consults his wife and they decide to risk it.
Dr DeSoto treats the fox (e.g., gives him gas, pulls the tooth
out).
He wakes up and is told to return the next day.
Dr. DeSoto comes up with a plan.
Dr. DeSoto carries out his plan (e.g., puts glue in the fox’s
mouth, tells the fox to shut his mouth, etc.). The fox is unable
to open his mouth.
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References

Mayer, M. (1969). Frog, where are you? New York: Dial Books for Young Readers.

Miller, J., Andriacchi, K., DiVall-Rayan, J., Lien, P. (2003). Narrative Scoring Scheme.

Stein, N., & Glenn, C. (1979). An analysis of story comprehension in elementary school children. In R.
Freedle (Ed.), New directions in discourse processing (pp. 53-120). Noorwood, NJ: Ablex.

Stein, N., & Glenn, C. (1982). Children’s concept of time: The development of a story schema. In W.J.
Friedman (Ed.), The developmental psychology of time (pp. 255-282). New York: Academic Press.

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