‘Tell me the whole story’

Moving from narrative comprehension to narrative production skills

Datos Bibliográficos

ID21685886
AutoresHellen Vretudaki (University of Crete, autor de correspondencia), Helen Vretudaki (0000-0002-8031-7926, University of Crete)
Año2022
Volumen30
Número6
Páginas949-960
Fecha de publicación2022-11-02
Open AccessNo
TipoARTICLE
RevistaEuropean Early Childhood Education Research Journal (JOURNAL)
Identificadores de la revistaISSN: 1350-293X • E-ISSN: 1752-1807
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/1350293x.2022.2098991
OpenAlexW4284968841
IdiomaEN
Citas recibidas2
Referencias citadas25

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

Cognition · Comprehension · Developmental psychology · Linguistics · Literacy · Mathematics education · Narrative · Pedagogy · Reading comprehension · Child Development and Digital Technology · Digital Storytelling and Education · Psychology · Reading and Literacy Development

Herramientas

Abrir DOI