Story Presentation Effects on Children’s Retell Content

Schneider, Phyllis; Dubé, Rita Vis

doi:10.1044/1058-0360(2005/007)

Cited by 79 publications

(61 citation statements)

References 20 publications

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“…Το εύρημα αυτό έρχεται σε συμφωνία με πα-λαιότερα ερευνητικά δεδομένα που υποστηρίζουν πως τα παιδιά έχουν καλύτερες επιδόσεις στην αναδιήγηση από ό,τι στην παραγωγή της αφήγησης (Boudreau, 2008). Στην ελεύθερη αφήγηση το παιδί δεν έχει στη διάθεσή του κάποια ιστορία-πρότυπο, όπως στην αναδιήγη-ση, γι' αυτό είναι δυσκολότερο να εξάγει πληροφορίες αναφορικά με τη δομή και το περιε-χόμενο μιας ιστορίας (Schneider & Dubé, 2005).…”

Section: τα αφηγηματικά επίπεδα κατά την προσχολική και πρώτη σχολικήunclassified

Narrative skills in preschool and first grade children

Kanellou¹,

Korvesi²,

Ralli

et al. 2016

Ppej

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The aim of the study was to investigate the developmental path of narrative skills of preschool and primary school children. Two hundred thirty seven Greek-speaking children from various regions of Greece participated in the study. They were separated in three age groups: 4-5, 5-6 and 6-7 years old. Retelling and narrative production skills were evaluated. Correlations between the two narrative skills were investigated. Four illustrated stories were used (two stories for retelling and two stories for narrative production).Children’s narratives were collected and transcribed from the recordings. Then, narratives were coded and assessed according to certain criteria: microstructure/ cohesion (conjunction and lexical cohesion) and macrostructure/ coherence (story grammar and temporal sequencing of actions and events). The findings revealed that narratives of older children tended to be better according to the story structure criteria in comparison to narratives produced by younger children. In addition, the qualitative analysis of children’s narratives demonstrated the different narrative levels (labeling, listing, connecting, sequencing and narrating) proposed by Stadler and Ward (2005). Children of all age groups performed better in retelling test compared to narrative production test. The results also revealed differences in performance in relation to gender (girls performed better than boys). Finally, a statistically significant correlation between children’s performance in retelling and narrative production skills was found. The results are discussed in terms of theoretical models of narrative abilities. Implications for research, theory and educational purposes are also discussed.

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Section: τα αφηγηματικά επίπεδα κατά την προσχολική και πρώτη σχολικήunclassified

Narrative skills in preschool and first grade children

Kanellou¹,

Korvesi²,

Ralli

et al. 2016

Ppej

View full text Add to dashboard Cite

show abstract

“…Schneider and Dubé (1997) found that normally developing preschool children used references more adequately in response to an audio-only presentation than when formulating stories themselves from pictures only. Schneider and Dubé (2005) used the same three elicitation modalities as they had previously used (1997) in similar study populations, but investigated the impact of the presentation modalities on story grammar units produced by the children. Their results indicated that all children performed similarly during the visual-only modality, and that this modality elicited the least story grammar units for both age groups.…”

Section: Visual and Auditory Input Modalities In Narrative Assessmentmentioning

confidence: 99%

The effect of two different visual presentation modalities on the narratives of mainstream grade 3 children

Klop

Engelbrecht

2013

South African Journal of Communication Disorders

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Objective. This study investigated whether a dynamic visual presentation method (a soundless animated video presentation) would elicit better narratives than a static visual presentation method (a wordless picture book). Method. Twenty mainstream grade 3 children were randomly assigned to two groups and assessed with one of the visual presentation methods. Narrative performance was measured in terms of micro-and macrostructure variables. Microstructure variables included productivity (total number of words, total number of T-units), syntactic complexity (mean length of T-unit) and lexical diversity measures (number of different words). Macrostructure variables included episodic structure in terms of goal-attempt-outcome (GAO) sequences. Results: Both visual presentation modalities elicited narratives of similar quantity and quality in terms of the micro-and macrostructure variables that were investigated. Conclusion. Animation of picture stimuli did not elicit better narratives than static picture stimuli.

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“…The first is that pictures often result in simple naming of items rather than more complex expressive language. For example, young children below the age of 5 tend to rely on picture description rather than story narration (Schneider, 1996;Schneider & Dubé, 2005). In McCabe et.…”

Section: Choice Of Materialsmentioning

confidence: 99%

Assessing language skills in adult key word signers with intellectual disabilities: Insights from sign linguistics

Grove

Woll²

2017

Research in Developmental Disabilities

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Manuel signing is one of the most widely used approaches to support the communication and language skills of children and adults who have intellectual or developmental disabilities, and problems with communication in spoken language. A recent series of papers reporting findings from this population raises some critical issues for professionals in the assessment of multimodal language skills of key word signers. Approaches to assessment will differ depending on whether key word signing (KWS) is viewed as discrete from, or related to, natural sign languages. Two available assessments from these different perspectives are compared. Procedures appropriate to the assessment of sign language production are recommended as a valuable addition to the clinicians' toolkit. Sign and speech need to be viewed as multimodal, complementary communicative endeavours, rather than as polarities.Whilst narrative has been shown to be a fruitful context for eliciting language samples, assessments for adult users should be designed to suit the strengths, needs and values of adult signers with intellectual disabilities, using materials that are compatible with their life course stage rather than those designed for young children. Keywords:Intellectual disability; Augmentative and alternative communication; Manual signing; Sign language; Key word signing; Narrative task; Language assessment I. BackgroundAssessing language skills key word signers 2/11/2016 2 Manual signing is one of the most widely used approaches to support the communication and language skills of children and adults who have intellectual or developmental disabilities, and problems with communication in spoken language. This paper considers some of the issues involved for professionals in assessing the language skills of key word signers and discusses some of the methodological problems raised by a recent paper on the topic.

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Story Presentation Effects on Children’s Retell Content

Cited by 79 publications

References 20 publications

Narrative skills in preschool and first grade children

Narrative skills in preschool and first grade children

The effect of two different visual presentation modalities on the narratives of mainstream grade 3 children

Assessing language skills in adult key word signers with intellectual disabilities: Insights from sign linguistics

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