Storytelling And Story Reading A Comparison Of Effects On Children S Memory And Story Comprehension
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Storytelling And Story Reading A Comparison Of Effects On Children S Memory And Story Comprehension
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Author :
language : en
Publisher:
Release Date : 2004
Storytelling And Story Reading A Comparison Of Effects On Children S Memory And Story Comprehension written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2004 with categories.
For years, storytellers have been going to schools to share stories with children. However, to date only limited research has been done on the effects of storytelling on childrens learning. This project was part of an ongoing study involving several researchers. In this portion of the project, the effects of storytelling and story reading were compared. The population studied consisted of indergarten, first, and second grade students. Half the students were read stories aloud, the other half were told the same stories by a storyteller. Data were collected regarding students ability to recall facts they had heard, as well as students skill in using formal story elements. The students interpretations of story meaning were also examined. Students in both the reading and storytelling groups improved on most measures. However, on some measures, notably those regarding recall ability, students in the storytelling group improved more than students in the reading group.
Effects Of Storytelling
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Author : Catharine Horne Farrell
language : en
Publisher: San Francisco Study Center
Release Date : 1982
Effects Of Storytelling written by Catharine Horne Farrell and has been published by San Francisco Study Center this book supported file pdf, txt, epub, kindle and other format this book has been release on 1982 with Storytelling categories.
Storytelling has long been a part of our culture, and teachers should recognize its value as a pedagogical tool. The Word Weaving program, an experimental storytelling program, includes folk tales, literary tales, adaptations, and original and true stories from the teller. In it, all stories are simply told to a class without a book in evidence. Because experience with Word Weaving techniques had suggested that storytelling provides several benefits to students, a study was conducted to investigate and document the effects of a full-year Word Weaving program. Subjects were two groups of 13 primary grade students, one control and one experimental. Teachers of the experimental group were trained in and used Word Weaving techniques. Identical procedures involving students retelling a story and then creating a new story based on it were used first in October then again in May. Four measures of language usage were obtained: fluency, vocabulary, descriptive language, and recall. Results indicated that although the two groups were equally fluent at first, by the end of the year, the experimental group told longer stories than they did earlier and also significantly outperformed the control group. Although the retelling data showed no significant differences between the experimental and control groups on any of the dependent variables, the experimental group did show greater gains on all the measures. Teachers also unanimously attested to storytelling's benefits. (Tables of results and suggestions for future research are included.) (JL)
Effects Of Working Memory And Presentation Condition On Narrative Production And Inferencing Skills In Children With Language Learning Impairment
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Author :
language : en
Publisher:
Release Date : 2004
Effects Of Working Memory And Presentation Condition On Narrative Production And Inferencing Skills In Children With Language Learning Impairment written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2004 with categories.
Ten children with language-learning impairment (LLI, M = 11;2 years) were compared to chronological age- (CA, M = 11;2 years) and language age- (LA, M = 8;4 years) matched peers to examine presentation condition effects on level of syntactic complexity and number of story grammar components recalled for stories that were at or below the children's reading level. Children were also compared on their ability to correctly answer information, value, and logical inferencing questions based on the stories. In addition, verbal and non-verbal working memory skills were assessed for group differences, and to determine the degree to which verbal and/or non-verbal working memory skills correlated with narrative recall measures and inferencing scores. No presentation effect was found for any of the measures. Children in the LLI group recalled fewer story grammar components than their CA and LA peers, although the pattern of story grammar responses was similar for all groups. Recalled narratives of children with LLI yielded lower DSS scores than the LA and CA peers, and the LA peers earned significantly lower DSS scores than the CA peers. Children with LLI answered fewer inferencing questions correctly compared to LA and CA peers, but a similar hierarchy of inferencing skills emerged for all of the groups: more children answered information inferencing questions correctly, followed by value and logic inferencing questions. Finally, children in the LLI group earned lower verbal working memory scores than their CA peers, but all groups earned similar non-verbal working memory scores. Verbal working memory scores significantly correlated with ten of the twelve language variables, but no correlation was found for the non-verbal working memory measure and the language variables. For story grammar, syntactic complexity and inferencing skills, children in the LLI group produced a delayed, and not a developmentally unique, pattern of responses compared to CA and LA peers. Possible contributors to the difficulties children with LLI face during story recall and comprehension are discussed, including reading comprehension disorders, incomplete situational models, and inefficient working memory. Treatment techniques that target story grammar organization, cohesive devices, and activation of previously learned and experienced knowledge are suggested.
Story Listening And Experience In Early Childhood
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Author : Donna Schatt
language : en
Publisher: Palgrave Macmillan
Release Date : 2022-04-06
Story Listening And Experience In Early Childhood written by Donna Schatt and has been published by Palgrave Macmillan this book supported file pdf, txt, epub, kindle and other format this book has been release on 2022-04-06 with Education categories.
This book shows connections between oral story listening and unique, enduring educational effects in and outside of the classroom. Using scientific studies and interviews, as well as personal observations from more than thirty years in schools and libraries, the authors examine learning outcomes from frequent story listening. Throughout the book, Schatt and Ryan illustrate that experiencing stories told entirely from memory transforms individuals and builds community, affecting areas such as reading comprehension, visualization, focus, flow states, empathy, attachment, and theory of mind.
The Effects Of Four Approaches To Group Storybook Reading In Kindergarten On Story Comprehension Story Structure Knowledge And Concepts About Print
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Author : Diane Elizabeth Nielsen
language : en
Publisher:
Release Date : 1990
The Effects Of Four Approaches To Group Storybook Reading In Kindergarten On Story Comprehension Story Structure Knowledge And Concepts About Print written by Diane Elizabeth Nielsen and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1990 with Oral reading categories.
Crespar Findings 1994 1999
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Author : A. Wade Boykin
language : en
Publisher: Psychology Press
Release Date : 2014-10-13
Crespar Findings 1994 1999 written by A. Wade Boykin and has been published by Psychology Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-10-13 with Education categories.
This double issue presents summaries of the scholarly and practical-reform accomplishments of the first five years of the Center for Research on the Education of Students Placed at Risk (CRESPAR). This bold, five-year initiative addressed several of the problems that most directly challenge the values and practical aspirations of modern democracies. The included articles emphasize how CRESPAR has focused on the schools in many of America's most challenging communities. It has both helped local schools improve themselves and advanced the nation's research base. This issue was written in commemoration of the life and work of John Henry Hollifield, Jr., founding coeditor. For 28 years, Hollifield served as an editor and administrator at Johns Hopkins University's Center for Social Organization of Schools. When JESPAR was just an idea, Hollifield was one of the people who most strongly advocated its development. He had a ready smile, a fine editorial touch, and a relentless will to produce each excellent issue. This issue, summarizing much of the research from CRESPAR's first five years, is presented by the full team of authors in his loving memory.
Drawing Out Learning With Thinking Maps
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Author : Shelly L. Counsell
language : en
Publisher: Teachers College Press
Release Date : 2023
Drawing Out Learning With Thinking Maps written by Shelly L. Counsell and has been published by Teachers College Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2023 with Education categories.
"As a visual language framework, Thinking Mapsa offers a way for young learners to represent their ideas by visually mapping their fundamental patterns of thinking. The authors offer a wide range of materials, strategies, and evidence-based practices for implementing with Pre-K-2 children"--
Handbook Of Research On Reading Comprehension
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Author : Susan E. Israel
language : en
Publisher: Routledge
Release Date : 2014-06-03
Handbook Of Research On Reading Comprehension written by Susan E. Israel and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-06-03 with Education categories.
Researchers of reading comprehension, literacy, educational psychology, psychology, and neuroscience are brought together for this handbook, to document and summarize the current body of research on theory, methods, instruction and assessment in reading comprehension.
Developmental Education For Young Children
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Author : Bert van Oers
language : en
Publisher: Springer Science & Business Media
Release Date : 2012-06-16
Developmental Education For Young Children written by Bert van Oers and has been published by Springer Science & Business Media this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012-06-16 with Education categories.
Developmental Education is an approach to education in school that aims at promoting children’s cultural development and their abilities to participate autonomously and well-informed in the cultural practices of their community. From the point of view of Cultural-historical Activity theory (CHAT), a play-based curriculum has been developed over the past decades for primary school, which presents activity contexts for pupils in the classroom that create learning and teaching opportunities for helping pupils with appropriating cultural knowledge, skills, and moral understandings in meaningful ways. The approach is implemented in numerous Dutch primary schools classrooms with the explicit intention to support the learning of both pupils and teachers. The book focuses especially on education of young children (4 – 8 years old) in primary school and presents the underpinning concepts of this approach, and chapters on examples of good practices in a variety of subject matter areas, such as literacy (vocabulary acquisition, reading, writing), mathematics, and arts. Successful implementation of Developmental Education in the classroom strongly depends on dynamic assessment and continuous observations of young pupils’ development. Strategies for implementation of both the teaching practices and assessment strategies are discussed in detail in the book.
Resources In Education
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Author :
language : en
Publisher:
Release Date : 1997
Resources In Education written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1997 with Education categories.