Abstract
A total of 80 participants were recruited from three private middle SES schools of Rahim Yar Khan, Pakistan to explore the narrative skills development in Urdu-speaking preschoolers aged between 4-and-5 years. Data collection was completed using a two-stage sampling technique (convenience and purposive). After obtaining parental consent, the participants were screened for their intellectual functioning. Three personal narrative samples, using conversational maps, were collected from the participants who passed the screening. The narrative data were analysed on both macro and microstructural levels by using high point analysis and use of cohesions (conjunctive and referential), mean length of utterances in words (MLUw), the total number of words (TNW), and the number of different words (NDW). The data presented here include age and gender of participants, their scores on the verbal IQ test, the scores obtained on macro-and microstructural levels. The results based on differences and relationships of the data obtained are published somewhere else [1]. The data can be reused by comparing the obtained figures with the adult population, children from different age bands, children with different developmental disorders, and at cross-linguistic levels as narratives are said to be significantly influenced by cultures.