'Tell Me the Whole Story': Moving from Narrative Comprehension to Narrative Production Skills

Autor/in	Vretudaki, Hellen
Titel	'Tell Me the Whole Story': Moving from Narrative Comprehension to Narrative Production Skills
Quelle	In: European Early Childhood Education Research Journal, 30 (2022) 6, S.949-960 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vretudaki, Hellen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2022.2098991
Schlagwörter	Language Skills; Narration; Intervention; Preschool Children; Story Telling; Program Effectiveness; Foreign Countries; Books; Childrens Literature; Gender Differences; Greece; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Book; Buch; Monographie; Monografie; 'Children''s literature'; Kinderliteratur; Geschlechterkonflikt; Griechenland
Abstract	Preschool children's narrative skills have a positive impact on their future school literacy, their inferential and representational skills, as well as their linguistic and socio-cognitive skills. Therefore, this study examined the impact of an intervention program on preschool-aged children's understanding of the structure of the stories so that they could produce more coherent ones. The sample consisted of 78 children, aged 5-6 years. The sample children were separated into two groups, one experimental and one control group. The intervention program consisted of five levels of instructions (building background knowledge, model story reading, retelling, monitoring the process and the production of stories). The results showed that the intervention program was effective as, after the intervention, the children of the experimental group demonstrated a significant improvement in the production of stories, whereas the control group showed weaker structures in their narratives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01