Improving story complexity and cohesion: A developmental approach to teaching story composition.
The aim of the present study was to analyze the relative effectiveness of two first grade instruction programs: a developmental program that focused on the structural and social-psychological components of stories and their cohesion and a process oriented approach. A total of 43 children participate...
| Published in: | Narrative Inquiry Vol. 15; no. 2; pp. 241 - 267 |
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| Main Authors: | , , , , |
| Format: | Article |
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John Benjamins Publishing Co.
2005
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=19278584&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 19278584 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 13876740 L8A jtl: Narrative Inquiry issn: 13876740 maglogo: N pubinfo: dt: 2005 vid: 15 iid: 2 pid: 11093 pub: John Benjamins Publishing Co. artinfo: ui: 19278584 10.1075/ni.15.2.04mck ppf: 241 ppct: 26 formats: tig: atl: Improving story complexity and cohesion: A developmental approach to teaching story composition. aug: au: McKeough, Ann Davis, Lynn Forgeron, Nicole Marini, Anthony Tak Fung affil: SFRA Review su: Narratives Children Storytelling Oral communication Education sug: subj: Narratives Children Storytelling Oral communication Education ab: The aim of the present study was to analyze the relative effectiveness of two first grade instruction programs: a developmental program that focused on the structural and social-psychological components of stories and their cohesion and a process oriented approach. A total of 43 children participated in daily sessions over 3 months (experimental group N = 22, comparison group N = 21). Measures of conceptual language and oral narrative were obtained and participants' protocols were analyzed for plot and coherence. Statistical analyses showed that the developmental method was more effective than the process approach in advancing the complexity and cohesion of children's narratives. To explore the interactions between instruction and learning, a time series analysis was conducted with seven randomly selected experimental group participants. These results showed that gains did not follow a linear pattern and that performance was shaped by the cognitive complexity of task demands. Implications for the development of narrative thought and classroom instruction are discussed. (Narrative, Instruction, Development) pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2005 holdings: @attributes: islocal: N |
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