The Effects of Thematic-Fantasy Play Training on the Development of Children’s Story Comprehension

Abstract

This study examined the effects of three modes of story reconstruction training on the development of children’s story comprehension. One hundred and eight children in grades K-2 were assigned randomly to one of three training conditions: thematic-fantasy play, adult-lead discussion, or drawing. Children were read three books on separate occasions and exposed to the appropriate conditions in relation to each book. Story comprehension data, as measured by a two-factor, criterion-referenced test and a retell task, collected after the third session, were analyzed. Second graders’ performance on all comprehension measures was superior to the younger children’s comprehension. Thematic-fantasy play was the most effective facilitator of all measures of comprehension, particularly for kindergarteners. Enacting specific play roles seemed to have a direct effect on the ability to retell stories.

The Effectiveness of a Model of Language-Focused Classroom Instruction on the Vocabulary and Narrative Development of Kindergarten Children

“…Table 3 presents a comparison of means. The fact that students made gains in narrative is consistent with previous research (Nielsen, 1993;Pellegrini & Galda, 1982), which found that repeated and active experiences with narrative, such as acting out and using puppets to support retellings, can affect students' demonstration of narrative understanding and production. While specific vocabulary can be taught explicitly, narrative is developed with repeated experiences with stories (Morrow, 1988;Senechal, LeFevre, Thomas, & Daley, 1998).…”

“…Pellegrini and Galda (1982) engaged K-2 children in drawing, adult-led discussion, or thematic fantasy play (reenactment) following the reading of a story. The results indicated that reenactment significantly affected story comprehension.…”

Understanding Indoor Play in Deaf Children: An Analysis of Play Behaviors

“…The findings in these studies were not entirely consistent and also demonstrated deaf children's play behaviors were inferior when compared to those of their hearing peers. Additionally, research suggests that play behavior is influenced by the play contexts and play materials, (Henniger, 1985;Larson, Greenfield & Land, 1990;McLoyd, 1983;Pellegrini & Galda 1982;Pellegrini, Galda & Rubin, 1984;Shim, Herwig & Shelley, 2001) and play partners (Doyle et al, 1980;Matthews, 1978;Hadley & Rice, 1991;Hartup, 1978Hartup, , 1983Howes, 1983;Howes et al, 1994;Rice, 1993).…”

“…Additionally, research suggests that play behavior is influenced by the play contexts and play materials (Henniger, 1985;Larson et al, 1990;McLoyd, 1983;Pellegrini & Galda, 1982;Pellegrini et al, 1984;Shim et al, 2001) and play partners (Doyle et al, 1980;Matthews, 1978;Hadley & Rice, 1991;Hartup, 1978;Howes, 1983;Howes et al, 1994;Rice, 1993). Rubin's (2001) play observation scale included social play behavior categories (solitary, parallel, and cooperative play behaviors) and cognitive play behaviors categories (functional play, constructive play, pretend/dramatic play, and games with rules).…”

La construcción del “mundo de ficción” y de la trama narrativa en situaciones de juego simbólico en el hogar

“…Dadas las semejanzas entre juego y narración, una serie de estudios (Nicolopoulou et al, 2006;Nicolopoulou et al, 2015;Pellegrini, 1984;Pellegrini & Galda, 1982) Por su parte, Pellegrini y Galda (1982) evaluaron la reconstrucción de un cuento por parte de niños preescolares y de segundo grado en tres condiciones -a partir de una situación de juego simbólico, de una conversación guiada por un adulto o de un dibujo-. Los resultados evidenciaron que para los niños de preescolar, la situación de juego simbólico fue el facilitador más eficaz para las diversas medidas de comprensión consideradas en el estudio.…”