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

Titre:
Early narrative skills in Chilean preschool: Questions scaffold the production of coherent narratives.
Auteurs: 
Strasser, Katherine; Silva, Macarena; Cain, Kate
Journal: 
Early Childhood Research Quarterly
Date de publication: 
2014
Date de soumission:
janvier 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)
Sujet: 
Évaluation de l'aptitude à la lecture/écriture
DOI: 
http://dx.doi.org/10.1016/j.ecresq.2014.02.002 
Méthodologie: 
Quantitative
Sous-méthodologie (quantitative): 
Étude non interventionnelle
Lieu de l'étude: 
Amérique du Sud
Chili
Langue du document: 
Anglais
Type de document: 
Article de journal

Citacion:

  • 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