Discussing stories On how a dialogic reading intervention improves kindergartners' oral narrative construction
Discussing stories On how a dialogic reading intervention improves kindergartners' oral narrative construction
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DOI：
10.1016/j.jecp.2010.07.002
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发表时间：
2011-01-01
影响因子：
2.6
通讯作者：
Senechal, Monique
中科院分区：
文献类型：
--
作者：
Lever, Rosemary;Senechal, Monique
口头叙事技能被认为是通过亲子互动惯例发展起来的，其中一种惯例就是共享阅读，共享引导和叙事知识之间的因果关系尚未得到明确确立。目前的研究测试了一项为期8周的共享阅读干预是否提高了进入正规教育的儿童的虚构叙事技能。对话阅读是一种涉及详细提问技巧的共享阅读活动，用于让儿童参与被试为40名英语为5、6岁的儿童，他们被分配到对话阅读组和替代治疗组，协方差分析结果发现，对话阅读组儿童的后测叙述在结构和语境方面显著优于替代治疗组儿童，但在自编或复述叙述方面结果不同总体而言，这项研究具体确定了虚构叙事构建知识的各个方面可以从互动阅读中学到(C) 2010 Elsevier Inc版权所有
Oral narrative skills ale assumed to develop through parent-child interactive routines One such routine is shared reading A causal link between shared leading and narrative knowledge however has not been clearly established The current research tested whether an 8-week shared reading intervention enhanced the fictional narrative skills of children entering formal education Dialogic reading a shared reading activity that involves elaborative questioning techniques was used to engage children in oral inter action during reading and to emphasize elements of story knowledge Participants were 40 English-speaking 5- and 6-year-olds who were assigned to either the dialogic reading group or an alternative treatment group Analysis of covariance results found that the dialogic reading children s posttest narratives were significantly better on structure and context measures than those for the alternative treatment children but results differed for produced or retold narratives The dialogic reading children also showed expressive vocabulary gains Overall this study concretely determined that aspects of fictional narrative construction knowledge can be learned from interactive book reading (C) 2010 Elsevier Inc All rights reserved