‘Tell me the whole story’: moving from narrative comprehension to narrative production skills

Vretudaki, Hellen

doi:10.1080/1350293x.2022.2098991

Cited by 3 publications

(3 citation statements)

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“…Several studies that focused on enhancing the narrative skills (retelling, story generation) of preschool and primary school children suggest a series of verbal scaffolding techniques such as: precise instructions on the structural elements of stories, modelling, repeated readings of stories and visual aids such as: cards, pictures, animated pictures, puppets etc (Vretudaki, 2022). All these techniques aim to expose children to the structural elements of stories and help them understand how necessary they are and how to use them (Pesco and Gagné, 2017).…”

Section: Teaching Children To Produce Stories Based On the Traditiona...mentioning

confidence: 99%

Reading and creating books: Bridging the distance from stories to e-stories

Vretudaki,

Angeli,

Alexiou

et al. 2023

Journal of Early Childhood Research

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The purpose of this study was to investigate the impact of a two-phase intervention programme meant to reinforce comprehension of the structural framework of stories among 92 preschool children (aged 4–6 years) over 4 months. During the first phase, the children were called upon to produce their own original stories following the Story Grammar pattern, while in the second phase, based on their previous training on the structural framework of stories, they were trained to produce digital stories using the web 2 tool StoryJumper. Both phases of the intervention programme included a combination of verbal and visual aids. The quantitative analysis of the data showed that the intervention programme significantly improved children’s ability to comprehend the structural elements of stories and to create organized, comprehensible stories. Following our expectations, the children’s new knowledge on the structure of stories was transferred to their digital creations. The implementation of the intervention programme helped substantive questions emerge about the formation of a multi-level strategy which would effectively support the transfer of knowledge and skills from a traditional to a digital environment through processes that are meaningful for children.

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Section: Teaching Children To Produce Stories Based On the Traditiona...mentioning

confidence: 99%

Reading and creating books: Bridging the distance from stories to e-stories

Vretudaki,

Angeli,

Alexiou

et al. 2023

Journal of Early Childhood Research

Self Cite

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“…A respeito dos métodos de investigação do desempenho na narrativa oral é possível encontrar na literatura diferentes propostas de coleta e de análise. O uso de uma sequência de imagens, para eliciar histórias, principalmente por meio de livros é um recurso considerado favorável, uma vez que auxilia na elaboração do esquema narrativo de história e permite ao avaliador; em alguma medida, certo controle do conteúdo que está sendo narrado, o que não é possível nas narrativas pessoais (11,12) . Dentre os livros-imagem mais citados na literatura como recurso para eliciar narrativa o livro "Frog, where are you?"…”

Section: Introductionunclassified

Desempenho de pré-escolares e escolares no protocolo ProNOH: aspectos macroestruturais

Rossi,

Xavier,

Rosa

et al. 2024

CoDAS

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RESUMO Objetivo Investigar se o escore narrativo obtido por meio da aplicação do “Protocolo de Avaliação da Narrativa Oral de História (ProNOH)” permite discriminar os grupos etários estudados, bem como sua relação com o nível de coerência global da história. Método Participaram 97 pré-escolares e escolares com desenvolvimento típico de linguagem, entre 5 e 12 anos, ambos os sexos que frequentavam escola pública. Foi aplicado o “Protocolo de Avaliação da Narrativa Oral de História (ProNOH)” e calculado o escore narrativo na dimensão macroestrutural a partir dos elementos estruturais previstos no modelo da gramática de história. Esses mesmos elementos foram usados para obter o nível de coerência global da história, segundo proposta de análise de Spinillo e Martins (1997). Resultados Diferença estatisticamente significante foi encontrada entre os grupos etários, principalmente entre as idades fronteiriças de 5-6 anos, 7-8 anos, 9-10 anos e 11-12 anos. Correlação positiva e estatisticamente significante foi encontrada com a idade e o escore narrativo e a coerência global, bem como entre o escore narrativo e o nível de coerência global. Conclusão O protocolo mostrou ser útil para identificar o repertório de elementos típicos da gramática de história na narrativa oral como uma medida objetiva que diferenciou a narrativa oral de grupos etários. Os resultados indicaram ainda que o escore narrativo pode ser uma medida norteadora do nível de coerência da história, apesar deste valor não substituir uma análise específica.

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“…Regarding the methods of investigating performance in oral narrative, it is possible to find different proposals for collection and analysis in the literature. The use of a sequence of images to elicit stories, mainly through books, is considered a favourable resource, since it helps in the elaboration of the narrative scheme of the story and allows the evaluator, to some extent, a certain control of the content being narrated, which is not possible in personal narratives (11,12) .…”

Section: Introductionmentioning

confidence: 99%

Performance of preschool and schoolchildren on the ProNOH protocol: macrostructure aspects

Rossi,

Xavier,

Rosa

et al. 2024

CoDAS

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Purpose To investigate if the narrative score of the ProNOH protocol allows for discriminating age groups, as well as its relation with the global coherence level of the story. The performance of preschool and schoolchildren on the macrostructure aspects. Methods Participants were 97 preschoolers and schoolchildren with typical language development, aged between five and 12 years old, and both sexes who attended public schools. The “Protocolo de Avaliação da Narrativa Oral de História (ProNOH)” (Protocol for the Evaluation of Oral Storytelling) was applied and the narrative score in the macrostructure dimension was calculated with story grammar elements. These same story elements were used to obtain the global coherence level of the story, as proposed by Spinillo and Martins (1997). Results A statistically significant difference was found between age groups, mainly between the borderline ages of 5-6 years, 7-8 years, 9-10 years, and 11-12 years. Positive and statistically significant correlations were found between the narrative score and global coherence and age, as well as between the narrative score and global coherence. Conclusion The protocol proved to be useful for identifying the repertoire of typical story grammar elements as an objective measure that differs in oral narrative across age groups. The results also indicate that the narrative score can provide an idea about the global coherence of the story, although this value does not replace a specific analysis.

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‘Tell me the whole story’: moving from narrative comprehension to narrative production skills

Cited by 3 publications

References 26 publications

Reading and creating books: Bridging the distance from stories to e-stories

Reading and creating books: Bridging the distance from stories to e-stories

Desempenho de pré-escolares e escolares no protocolo ProNOH: aspectos macroestruturais

Performance of preschool and schoolchildren on the ProNOH protocol: macrostructure aspects

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