Papa pig just left for pigtown
Children's oral and written picture descriptions under varying instructions
Bibliographic Data
| ID | 11273912 |
|---|---|
| Authors | Jeanne M De Temple (Harvard University Press, corresponding author), Hsin‐Feng Wu (Harvard University Press), Catherine E Snow (0000-0002-6292-1126, Harvard University) |
| Year | 1991 |
| Volume | 14 |
| Issue | 4 |
| Pages | 469-495 |
| Publication date | 1991-10-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Discourse Processes (JOURNAL) |
| Journal identifiers | ISSN: 0163-853X • E-ISSN: 1532-6950 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01638539109544797 |
| OpenAlex | W2124843378 |
| Language | EN |
| Citations received | 12 |
| References cited | 21 |
Second‐ through fifth‐grade children were asked to describe pictures under four conditions: orally and in writing for both a present audience and for an absent child who would have to read the written description or listen to the recording and draw it. About half the 150 subjects were speakers of English as a second language. The four descriptions from each child were coded for variables reflecting dimensions expected to be sensitive to the differences in instruction and mode: quantity, specificity, density, main theme, and nar‐rativity. Children of all grades were sensitive to the task demands, though older children produced longer and more specific descriptions. A greater effect of the instruction was found in the oral than in the written descriptions; across grades the best performance occurred in the oral description for an absent audience. The written mode elicited more highly narrative descriptions in general. Home language environment had virtually no effect on quality of picture descriptions in any of the four conditions, suggesting that in school‐related language tasks such as those used here curricular factors and the school language environment constitute more powerful learning influences than the home language environment
Arithmetic · Art · Linguistics · Mathematics education · Multimedia · Picture books · Visual arts · Computer Science · EFL/ESL Teaching and Learning · Mathematics · Media, Communication, and Education · Philosophy · Psychology · Subtitles and Audiovisual Media
Children's use of evaluative devices in spoken and written narratives
Oral Discourse in the Preschool Years and Later Literacy Skills
Examining linguistic and discourse features in oral text production and their dimensionality
Telephone-mediated communication effects on young children’s oral and written narratives
Prediction of global ratings of fluency and delivery in narrative discourse by linguistic and phonetic measures- oral performances of students aged 11-12 years
Sensitivity of narrative organization measures using narrative retells produced by young school-age children
The conversational skills of school‐aged children
Effects of Audience Awareness on Procedural Text Writing
Associations between teacher–child relationships and children's writing in kindergarten and first grade
L'animal Qui Fait Oink! Oink!”
Frog, where are you? Children's narrative expression over the telephone
The Influence of Process Drama on Elementary Students’ Written Language
Literacy, language, and learning
Coherence in Spoken and Written Discourse
Comprehending Oral and Written Language
Literacy and Language
Properties of Spoken and Written Language
Spoken and written language
Orality and Literacy
Oral and Written Language and the Cognitive Processes of Children
The Relation Between Written and Spoken Language
The conversational skills of school‐aged children
The comparison of oral and written productions in two discourse types∗
Topic development, syntax, and social class
Written Language and Psychological Development
Children's Comprehension of Deictic Categories in Oral and Written Language
Sharing time
Oral and Literate Strategies in Spoken and Written Narratives
| Citations per year | 0.35 |
|---|---|
| Citation span | 1992 - 2024 (33) |
| Highly cited | No |