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Narrative, literacy and other skills: studies in intervention / edited by Edy Veneziano, Ageliki Nicolopoulou. — 1 online resource. — (Studies in narrative). — <URL:http://elib.fa.ru/ebsco/2112596.pdf>.

Record create date: 3/7/2019

Subject: Storytelling.; Storytelling — Study and teaching (Elementary; Narration (Rhetoric) — Study and teaching (Elementary; Narration (Rhetoric); EDUCATION / Elementary

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Table of Contents

  • Narrative, Literacy and Other Skills
  • Editorial page
  • Title page
  • Copyright page
  • Table of contents
  • Acknowledgements
  • List of contributors
  • About the authors
  • Introduction to narrative, literacy and other skills
    • Introduction
    • Narrative skills
      • On the nature of narratives
      • The development of narrative skills
      • Narrative abilities and their relation to other skills
    • Promoting children’s oral narrative skills
    • Overview of the volume
      • The importance of oral narratives for literacy, language and socio-cognitive skills
        • Narrative skills and literacy
        • Theory of mind understanding
        • Argumentative skills
      • Promoting oral narrative skills
        • Narrative skills and parent-child interactions
        • Narrative skills and intervention procedures
    • Concluding remarks and some future perspectives
    • References
  • Part I. The importance of oral narratives for literacy, language and socio-cognitive skills
  • 1. The developing language foundation for reading comprehension
    • Introduction
    • Background
    • Language and reading comprehension
      • Vocabulary
      • Syntax
      • Narrative, extended discourse and reading
    • Current study
      • Data source
        • Sample selection
        • Assessments
      • Development of language strands from pre-k to end-of-grade one
        • Strength of our constructs
        • Longitudinal performance
        • Dimensionality of language
      • Early language and literacy development
      • Implications for practice
    • Acknowledgements
    • References
  • 2. Storybooks to promote emergent literacy in kindergarten classrooms
    • Introduction
    • Interactive reading
    • Emergent writing: Development and pedagogical intervention
    • Current study
      • Method
        • Subjects
        • Procedure
        • Data collection
        • Narrative recall task
        • Emergent writing task
        • Emergent reading task
        • Data analyses
      • Results
        • Narrative recall
        • Reading and writing
        • Qualitative analyses
    • Discussion
    • Acknowledgment
    • References
  • 3. Do children’s oral retellings of narrative and informational texts predict scores on a standardized reading comprehension test?
    • Introduction
    • The relationship between oral retellings and reading comprehension
    • Narrative and informational retellings
    • The present study
      • Method
        • Study context
        • Participants
        • Data
        • Outcome measure
    • Results
      • Content units
    • Discussion
    • Limitations and future research
    • References
      • Appendix A. READS postcard for fiction book
      • Appendix B. 2011 New READS Teacher Log and Script (Student Call #1: Week June 22–June 28)
  • 4. Does emotional narrative context influence retention of newly learned words?
    • Introduction
    • Emotions and language in younger children
    • Emotions and language in older children
    • Does emotional narrative context influence the retention of newly learned words?
    • Method
      • Participants
      • Materials
      • Procedure
        • Pre-test
        • Training
        • Post-tests
        • Scoring
    • Results
    • Children’s performance in the picture-selection task
    • Children’s performance in the acting-out task
    • Discussion
    • Acknowledgments
    • References
  • 5. Enhancing the mental state language and emotion understanding of toddlers’ social cognition
    • Introduction
    • Mental state language and emotion understanding: Longitudinal and intervention studies
    • The present study
      • Method
        • Participants
        • Research phases, instruments and materials
        • The Child’s first vocabulary (primo Vocabolario del bambino, PVB)
        • The intervention phase
      • Fidelity to instructions of teachers’ interventions
    • Results
      • Children’s mental state language production
      • Emotion understanding
    • Discussion
    • Limitations and educational implications
    • Acknowledgments
    • References
    • Appendix. Four stories from the illustrated book
  • 6. The effects of bookreading with and without mental state themes on preschoolers’ theory of mind
    • Introduction
      • Why narrative may impact theory of mind development
      • The impact of bookreading on theory of mind development: the role of mental state language
      • The story itself: Mental state themes within storybooks
    • The current study: Using bookreading to promote ToM for low-income preschoolers
    • Method
      • Participants and research design
      • Pre- and post-test measures
        • Theory of mind tasks
        • Belief/desire scale
        • Appearance vs. reality
      • Deception
      • Bookreading training conditions
        • Mental state vs. non mental state themes.
        • Bookreading training procedures
        • Control condition
    • Results
    • Discussion
      • Effect of mental state themes in storybooks
      • Other aspects of bookreading: Mental state language, mental state concepts, and character perspectives
    • Conclusions and future directions
    • References
  • 7. Using narrative thinking in argumentative writing
    • Introduction
    • Setting for the studies
    • Study 1
    • Evidence of narrative thinking in warrants
    • Evidence of narrative thinking in rebuttals
    • Evidence of narrative thinking in qualifications
    • Study 2
    • Methods
      • Sample selection
      • Participants
      • Defining narrative thinking
      • Inter-rater reliability
    • Results
      • Overall trends
      • Differences by grade
      • Differences by topic
    • Discussion
    • Acknowledgments
    • References
  • Part II. Promoting narrative skills
  • 8. New frontiers in facilitating narrative skills in children and adolescents
    • Importance of narrative
      • A profound puzzle
    • A new theoretical model for narrative development
      • Processes underlying narrative development and narrative level attainment across early childhood
    • Stages of narrative development and conditions that support acquisition
      • Stage 1: Younger than 3 years of age
      • Stage 2: 3:0 to 3;11
      • Stage 3: 4;0 to 4;11
      • Stage 4: 5;0 to 5;11
      • Stage 5: Around 6–7 years of age
      • Stage 6: Proficient narrators
      • Stage 7: Expert level for narratives
      • Stage 8: High expert level in narrative
    • Theory-based proposals for innovations in narrative teaching
    • Five new strategies for raising narrative skills in children and adolescents
      • Scaffolding executive functions
      • Dealing with cognitive overload from memory limitations and plotline complexity
      • Supporting understanding of characters’ motivations and goal structures
      • Teaching causality
      • Embedding linguistic complexity in narrative teaching
    • Summary and conclusions: Children’s shockingly low narrative skills at 4 to 8 years of age
    • References
  • 9. Precursors of narrative abilities
    • Introduction
    • Method
    • Results
      • Narrative abilities at age seven
      • Development of NPT between age 1;9 and 3;9 in relation to narrative abilities at age seven
      • Development of the expression of temporality between 1;9 and 3;9 in relation to narrative abilities at age seven
      • Topic elaboration in relation to narrative abilities at age seven
    • Discussion
    • References
  • 10. Enriching parent-child discourse during book sharing
    • Introduction
    • The study
      • The four repeated readings model
        • First reading – the book’s plot
        • Second reading – socio-cognitive themes
        • Third reading – correspondence to the child’s life
        • Fourth reading – child retells the story
    • Method
      • Participants
      • The intervention program
      • Coding of the children’s participation in the shared reading interaction
        • Action level
        • Consciousness level
      • Coding reliability
      • Story comprehension and narrative skills measures
        • Story comprehension
        • Narrative skills
      • Control measures
        • Receptive vocabulary (PPVT)
    • Results
      • Preliminary analyses
      • Children’s involvement in the interaction, story comprehension, and narrative skills
    • Discussion
    • Suggestions for future research
    • Conclusion
    • References
    • Appendix. Applying the four repeated readings model
  • 11. Investigating the effectiveness of the ‘Our Story’ App to increase children’s narrative skills
    • Introduction
      • Supporting children’s narrative skills
      • iPads and Apps for young children
    • The current study
    • Method
      • Setting and design
      • Participants
      • Implementation and operation of the intervention
      • Data for enabling and inhibiting factors
      • Pre-tests and post-tests
      • Coding
        • Reliability of coding
    • Results
    • Discussion
      • Enabling factors of the intervention
      • Inhibiting factors during intervention
      • Study limitations
    • References
  • 12. Using a storytelling/story-acting practice to promote narrative and other decontextualized language skills in disadvantaged children
    • Introduction
    • Narrative development, reading comprehension, and school success
    • Decontextualized language skills in narrative discourse and emergent literacy
      • The significance of “self-contextualizing” narrative discourse
    • Promoting narrative development: Adult-child interaction and the untapped potential of peer-group practices
    • Storytelling and story-acting in the preschool curriculum: A peer-oriented narrative practice as a matrix for development
      • Including low-income children
    • The study: Evaluating the storytelling/story-acting practice in a head start classroom
      • Participants
      • Research design
      • Procedure
        • Intervention phase: The storytelling and story-acting practice
        • Additional data collection and fidelity of implementation
        • Pre-test and post-test assessments
    • Results
      • Intervention class: Operation of the storytelling and story-acting practice
      • Intervention and control classes: Comparative measures
        • Promoting narrative development: Figurine-based narrative task (FBNT)
        • Building decontextualized language skills: Expressive vocabulary test (EVT)
    • Discussion, conclusions, and implications
      • How should we explain the developmental and educational benefits of the storytelling/story-acting practice?
      • Some wider implications
    • References
  • 13. Promoting narratives through a short conversational intervention in typically-developing and high-functioning children with ASD
    • Introduction
    • Narratives in typically-developing children
      • Narrative development in TD children
      • Intervention procedures to promote TD children’s narrative skills
      • The SCI and its rationale
      • The Stone story
      • The overall procedure
      • Results from previous studies
    • Narratives in children with high-functioning autism (HFA)
      • Narrative skills in children with HFA
      • Promoting narrative skills in children with ASD
    • Using the SCI with children with HFA
      • Participants
      • Procedure
      • Data analysis
        • Events of the story
        • Inferential aspects
    • Results
      • The events of the story and its overall temporal adequacy
      • Inferential aspects of the story
        • Total number of explanations
        • Types of explanations
        • Total number of internal states
        • Types of internal states
        • The false belief (FB) and the rectification of the false belief (RFB)
      • An example of a positive change between the first and the second narrative from a child with HFA
    • Discussion
      • The SCI with TD children
      • The SCI with children with HFA
      • How to explain the benefits of the SCI
    • Acknowledgments
    • References
  • Subject index

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