An Examination of 1st, 2nd And 3rd Grade Elementary School Students’ Story-Telling Skills Based on Narrative Analysis

Işıtan, Sonnur; Doğan, Özcan

doi:10.15390/eb.2015.2167

Cited by 4 publications

(4 citation statements)

References 14 publications

(10 reference statements)

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“…The Minimum Narrative measure used in this study, based on narrative functions as well as event sequence, was devised after some attempts to apply the widely used Narrative Grammar 4,8,[32][33][34] to the storybooks. Although storybooks with a simple narrative structure (beginning, middle, and end, with no chronological leaps or consciousness plan) had been chosen, Narrative Grammar did not apply adequately to all of them.…”

Section: Methodological Implicationsmentioning

confidence: 99%

“…Although storybooks with a simple narrative structure (beginning, middle, and end, with no chronological leaps or consciousness plan) had been chosen, Narrative Grammar did not apply adequately to all of them. That is probably why many previous studies use texts made by the researcher 33 or standardized tests 4,21 . DRC thus has the advantage of being applicable to non-customized storybooks, available at the children´s schools or homes.…”

Section: Methodological Implicationsmentioning

confidence: 99%

See 1 more Smart Citation

Dialogic Reading for Comprehension: effects on children's story retelling - a case report

Rogoski

Flores

2021

Rev. CEFAC

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Section: Methodological Implicationsmentioning

confidence: 99%

Section: Methodological Implicationsmentioning

confidence: 99%

Dialogic Reading for Comprehension: effects on children's story retelling - a case report

Rogoski

Flores

2021

Rev. CEFAC

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“…Although much research has been conducted regarding storytelling's efficacy in science teaching (Egan, 1989;Postman, 1989) and learning (Millar & Osborne, 1998;Rowcliffe, 2004), regarding teachers' skills in storytelling (Kubli, 2001;Hammer, 1999;Romanelli, 2016) or even students' ability in telling stories (Işıtan & Doğan, 2015;Wightman & Roney, 2013), there is only a few research about story writing and specifically in story writing by teachers in order to use these stories to instruct their students. Hence, Corni at al.…”

Section: Introductionmentioning

confidence: 99%

Are Pre-Service Teachers Ready to Write Stories in the Sciences?

2020

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According to literature, science-based stories can not only trigger students' curiosity about scientific concepts but also increase their understanding of them as well as to facilitate the retention of information in students' memory. It is a common practice for elementary school teachers to create stories in order to teach several topics. To investigate the ability of pre-service teachers in Science story writing, we selected the topic of karst caves which it can be studied through many disciplines (i.e. Geography, Geology, Biology, Chemistry, Environmental education, Ecology) according to the Greek curriculum. Moreover, although karst caves are part of Greece's geological history, they are neither taught nor extensively mentioned in the Greek Primary and Secondary Education curricula. In this research, we examined whether Greek pre-service primary school teachers are able to create complete science-based stories about karst caves, by following the necessary didactic transposition of scientific concepts and the key elements in structure and plot of a such a story. For this purpose, we assessed by content analysis 100 pre-service teachers' written stories. The results revealed that most of the participants achieved to create sufficient stories in structure and plot, whereas they did not achieve to transpose the necessary scientific concepts that they had included in their writing.

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“…Contemporary research of lexis for children is connected with the children's use of vocabulary items in the process of telling tales (Işıtan & Doğan, 2015). Also, vocabulary items in a nonword repetition list have a positive relation to children's memory and language development (Akoğlu & Acarlar, 2014).…”

Section: Introductionmentioning

confidence: 99%

Teaching Vocabulary to Pupils in the First Gradeof Primary School: An Experimental Approach/Poučavanje vokabulara učenika u prvom razredu osnovne škole: eksperimentalni pristup

Cvetanović

Brborić

2019

Croatian Journal of Education

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Vocabulary teaching includes enriching vocabulary, learning and using words, and has a great influence on language development. The aim of this paper is the review of the designed experimental programme for vocabulary teaching, which influences the enrichment of pupils' vocabulary. The experimental programme was designed according to the types of lexical exercises, and it is applied in native language teaching. The sample of the experiment of parallel groups included pupils in the first grade of primary school (N = 110). The experimental programme for vocabulary teaching was realized within three months with three or four lexical exercises a week. After the completion of the programme, there was a test, which had the purpose of diagnosing the difference between the pupils in the experimental and control group. The results showed a statistically significant difference between the control and experimental group in the following vocabulary items: adjective, noun, verb, synonyms, antonyms, diminutives, and composing words out of the given letters. There were no differences between groups in composing words out of the given word. This research shows that the preparation of a detailed programme for vocabulary teaching influences the enrichment of pupils' vocabulary in the first grade of primary school.

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An Examination of 1st, 2nd And 3rd Grade Elementary School Students’ Story-Telling Skills Based on Narrative Analysis

Cited by 4 publications

References 14 publications

Dialogic Reading for Comprehension: effects on children's story retelling - a case report

Dialogic Reading for Comprehension: effects on children's story retelling - a case report

Are Pre-Service Teachers Ready to Write Stories in the Sciences?

Teaching Vocabulary to Pupils in the First Gradeof Primary School: An Experimental Approach/Poučavanje vokabulara učenika u prvom razredu osnovne škole: eksperimentalni pristup

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