The relationship between oral and written narratives: A three‐year longitudinal study of narrative cohesion, coherence, and structure

Pinto, Giuliana; Tarchi, Christian; Bigozzi, Lucia

doi:10.1111/bjep.12091

Cited by 62 publications

(50 citation statements)

References 45 publications

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“…Afterwards we can assume a sufficient level of automation in the process of writing. Our data are in agreement with the studies of Pinto et al [82]. These studies highlighted the importance of the visual representation of the word in storage memory for its correct writing; in fact, writing errors correlate inversely with visuospatial active attention.…”

Section: Correlation Between Attention and Learningsupporting

confidence: 93%

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Attentional Factors Involved in Learning in the First Grade

Bigozzi

Grazi

Pezzica

2016

J. Intellect. Disabl. Diagn. Treat.

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Abstract:In the school population, attentional problems are one of the most frequent causes of failure in learning; sometimes these take the form of a specific deficit and in other cases an attention disorder occurs in comorbidity with a learning disorder. It seems crucial to focus on what peculiar characteristics of attention are involved in basic learning in order to contribute to the diagnostic order and to arrange paths of development.This research aims to verify the weight of the different components of attention involved in the outcomes of the first stages of learning.A total of 69 children (34 males and 35 females, aged 6.4±1.1 years and 7.3±1.2 years respectively) in first grade, participated in the study. The results of the correlational analysis carried out show that there are specific significant relationships between the various components of attention and performance in reading, writing and calculation. In particular, visual attention appears to be the aspect most involved in the initial development of the learning of these three abilities.

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Section: Correlation Between Attention and Learningsupporting

confidence: 93%

“…Correctness in writing (homophone errors) seems to be associated with better ability to store the orthographic representation of a word and to direct attention to its recovery. There were no significant correlations with non-homophone errors, highlighting the different nature of the two types of error [82].…”

Section: Correlation Between Attention and Learningmentioning

confidence: 74%

Attentional Factors Involved in Learning in the First Grade

Bigozzi

Grazi

Pezzica

2016

J. Intellect. Disabl. Diagn. Treat.

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“…Generalization of results is limited by the research design of this study, in particular using oral narratives. Once in primary school, there is a discontinuity in children's narrative competence, when writing is introduced [39], which could affect the relationship between narrative and ToM. Moreover, narratives are culture-bound [51], age-bound [52], and gender-bound [53].…”

Section: Discussionmentioning

confidence: 99%

“…Mental state talk [37] and narrative competence [38,39] develop during infancy and early childhood. Although children reach advance level in both construct once in primary school, also at the kindergarten level children are able to understand narratives through their mental state talk [25], as a result of the high rates of mental state terms included in children's books [40], as well as joint reading practices [41].…”

Section: Introductionmentioning

confidence: 99%

Mental State Talk Structure in Children’s Narratives: A Cluster Analysis

Pinto

Primi

Tarchi

et al. 2017

Child Development Research

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This study analysed children's Theory of Mind (ToM) as assessed by mental state talk in oral narratives. We hypothesized that the children's mental state talk in narratives has an underlying structure, with specific terms organized in clusters. Ninety-eight children attending the last year of kindergarten were asked to tell a story twice, at the beginning and at the end of the school year. Mental state talk was analysed by identifying terms and expressions referring to perceptual, physiological, emotional, willingness, cognitive, moral, and sociorelational states. The cluster analysis showed that children's mental state talk is organized in two main clusters: perceptual states and affective states. Results from the study confirm the feasibility of narratives as an outlet to inquire mental state talk and offer a more fine-grained analysis of mental state talk structure.

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“…Children’s narrative competence was assessed in terms of structure, cohesion, and coherence, using a coding scheme developed by Spinillo and Pinto (1994), and adapted by Pinto et al (2015).…”

Section: Methodsmentioning

confidence: 99%

Peer Interaction Does Not Always Improve Children’s Mental State Talk Production in Oral Narratives. A Study in 6- to 10-Year-Old Italian Children

2016

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Joint narratives are a mean through which children develop and practice their Theory of Mind (ToM), thus they represent an ideal means to explore children’s use and development of mental state talk. However, creating a learning environment for storytelling based on peer interaction, does not necessarily mean that students will automatically exploit it by engaging in productive collaboration, thus it is important to explore under what conditions peer interaction promotes children’s ToM. This study extends our understanding of social aspects of ToM, focusing on the effect of joint narratives on school-age children’s mental state talk. Fifty-six Italian primary school children participated in the study (19 females and 37 males). Children created a story in two different experimental conditions (individually and with a partner randomly assigned). Each story told by the children, as well as their dialogs were recorded and transcribed. Transcriptions of narratives were coded in terms of text quality and mental state talk, whereas transcriptions of dialogs were coded in terms of quality of interaction. The results from this study confirmed that peer interaction does not always improve children’s mental state talk performances in oral narratives, but certain conditions need to be satisfied. Peer interaction was more effective on mental state talk with lower individual levels and productive interactions, particularly in terms of capacity to regulate the interactions. When children were able to focus on the interaction, as well as the product, they were also exposed to each other’s reasoning behind their viewpoint. This level of intersubjectivity, in turn, allowed them to take more in consideration the contribution of mental states to the narrative.

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The relationship between oral and written narratives: A three‐year longitudinal study of narrative cohesion, coherence, and structure

Abstract: The results suggest the importance of practicing oral narrative competence in kindergarten and first grade and the value of composition quality independent of orthographic text accuracy.

Cited by 62 publications

References 45 publications

Attentional Factors Involved in Learning in the First Grade

Attentional Factors Involved in Learning in the First Grade

Mental State Talk Structure in Children’s Narratives: A Cluster Analysis

Peer Interaction Does Not Always Improve Children’s Mental State Talk Production in Oral Narratives. A Study in 6- to 10-Year-Old Italian Children

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