Early narrative skills in Chilean preschool: Questions scaffold the production of coherent narratives.

Title:
Early narrative skills in Chilean preschool: Questions scaffold the production of coherent narratives.
Author(s): 
Strasser, Katherine; Silva, Macarena; Cain, Kate
Journal: 
Early Childhood Research Quarterly
Publication Year: 
2014
Submission Date:
January 20, 2017
Abstract: 
This study examined whether or not question answering aided the construction of coherent narratives in pre-readers. Sixty Chilean preschoolers completed two tasks using a wordless picture-book: 30 children answered questions about the story and then produced a narrative using the book; 30 children completed the tasks in reverse order. Elements of coherence were assessed in both tasks, namely problem, resolution, and mental-states. The findings indicate that questions can scaffold the production of more coherent narratives. Narratives elicited after questions were judged to be more coherent than those produced before the question–answering task. In contrast, there were no differences between scores for the question answers in the different order conditions. The results are discussed regarding the interactional role of questions and the facilitative effect they have on focusing attention to the narrative task. (PsycINFO Database Record (c) 2014 APA, all rights reserved). (journal abstract)
Topic: 
Assessment of reading/writing
DOI: 
http://dx.doi.org/10.1016/j.ecresq.2014.02.002 
Methodology: 
Quantitative
Sub-Methodology (quantitative): 
Non-Intervention
Location of Study: 
South America
Chile
Document Language: 
English
Type of Document: 
Journal Article

Citation:

  • Silva, M., Strasser, K., & Cain, K. (2014). Early narrative skills in Chilean preschool: Questions scaffold the production of coherent narratives.. Early Childhood Research Quarterly, 29(2), 205-213. http://dx.doi.org/10.1016/j.ecresq.2014.02.002