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

Klop, Daleen; Engelbrecht, Lizanne

doi:10.4102/sajcd.v60i1.6

Cited by 3 publications

(3 citation statements)

References 26 publications

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“…However, the results from the current study differ from the findings of other research studies, specifically that conducted by Klop and Engelbrecht ( 2013 ), to which we offer several potential explanations. First, Klop and Engelbrecht's study may not have had sufficient power to detect significant differences between the conditions, as there were only 10 children in each condition.…”

Section: Discussioncontrasting

confidence: 99%

“…To our knowledge, only one recent study investigated children's narrative performance in response to a physical book or video, and occurred outside the context of an intervention. Klop and Engelbrecht ( 2013 ) investigated the effect of presentation modality on narrative quantity and quality by presenting silent animated videos and wordless picture books to typically developing students who were in third grade, with 10 students in each condition ( n = 20). The findings demonstrated no significant differences in the total number of words, lexical diversity or syntactic complexity between groups who received static (wordless picture books) and dynamic (animated video) presentations.…”

Section: Introductionmentioning

confidence: 99%

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Young children's narrative retell in response to static and animated stories

Diehm

Wood

Puhlman

et al. 2020

Intl J Lang & Comm Disor

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Background: The format of narrative prompts used within language assessment has remained relatively constant; however, the use of animated video prompts deserves exploration given the increase in access to technology. Aims: To investigate the effect of story presentation format (static picture book versus animated video) on preschool children's narrative retells. It was hypothesized that children would produce more advanced narrative language elements in response to an animated video than a book. Methods & Procedures:A total of 73 children between the ages of 3 and 5 years completed two narrative retells. One of these retells was in response to a 3-min animated video presented on a computer; the other retell was in response to static pictures presented in a book format. Children's stories were then transcribed and coded for linguistic and narrative elements. Outcomes & Results: Paired sample t-tests revealed that children produced significantly longer stories, greater syntactic complexity and lexical variety, and more action verbs when retelling an animated story compared with a book. Furthermore, a post-hoc analysis revealed that examiners provided significantly fewer prompts when eliciting the retell with animation. Conclusions & Implications:Typically developing children demonstrated higher quantity and quality of language within a story retell in response to an animated video than after viewing images from the video presented in a static picture book. Although the extent to which these findings may be similar for children with language disorder has yet to be determined, researchers or clinicians should consider the effect of elicitation procedures on children's retells.

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Section: Discussioncontrasting

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Young children's narrative retell in response to static and animated stories

Diehm

Wood

Puhlman

et al. 2020

Intl J Lang & Comm Disor

View full text Add to dashboard Cite

show abstract

“…However, video animation stimulation is not better than static picture stimulation to help children better narrate the picture book. On the contrary, using the wordless picture book may be more practical, affordable, accessible, and potentially less time-consuming than using video (Klop & Engelbrecht, 2013).…”

Section: Video Picture Book Interventionmentioning

confidence: 99%

The Intervention of Picture Books on Children with Specific Language Impairment: Progress, Challenges, and Prospects

Li¹,

Hsu²

2023

ELT

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Compared with ordinary children, children with specific language impairment (SLI) have delayed language development, poor reading comprehension, and greater difficulties in learning. As a widely used teaching intervention method, picture books can promote the development of reading comprehension, oral narrative, emotion, and social communication in the study of language intervention for children with special language impairment. However, the specific mechanism of picture books for children with SLI is still unclear. Therefore, this article sorts out and reviews the language barrier symptoms of specific language impairment, the form of picture book intervention, and the potential mechanism of picture book intervention, and puts forward the current role of picture books in SLI. The challenges faced in the intervention, and a positive outlook on the teaching intervention of picture books in SLI, this research will provide reference and help for the study of picture book intervention in related professional fields and has important guiding significance and reference value for the language correction of SLI children in various countries.

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Comparing Deaf/Hard-of-Hearing Children’s Oral Narratives Using Movies and Static Books

Puhlman,

Wood

2024

Journal of Deaf Studies and Deaf Education

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Clinicians utilize various methods for narrative sampling, including oral assessments like story generation and retelling, often aided by visual aids. Assessing language skills in deaf/hard of hearing (DHH) children requires careful narrative technique selection. This comparative observational study investigates the narrative outcomes of story generation and retelling tasks in 21 DHH children, using both book and movie contexts. Most microstructural elements (except for the mean length of utterance) were similar across the book and movie conditions. Differences in word choice, such as the use of action verbs, were evident. Macrostructural differences between book and movie conditions were insignificant regarding story grammar elements. However, movies, being visually engaging, potentially enhance the inclusion of characters, settings, plot, and actions. This research illuminates narrative assessment considerations, emphasizing technology’s role in enhancing options for assessment for DHH children.

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

Cited by 3 publications

References 26 publications

Young children's narrative retell in response to static and animated stories

Young children's narrative retell in response to static and animated stories

The Intervention of Picture Books on Children with Specific Language Impairment: Progress, Challenges, and Prospects

Comparing Deaf/Hard-of-Hearing Children’s Oral Narratives Using Movies and Static Books

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