Spelling suggestions: "subject:"oral arrative"" "subject:"oral farrative""
1 |
ORAL NARRATIVE DIFFERENCES OF CHILDREN FROM DIFFERENT SOCIAL CLASSES AND LEARNING ENVIRONMENTSHunter, Meredith A. 18 May 2006 (has links)
No description available.
|
2 |
Los estudios hispánicos como puente: coordinación y análisis de la calidad de actividades didácticas colectivas de difusión de la narrativa oral China / Hispanic Studies as a Bridge: Coordination and Quality Analysis of Collective Didactic Activities for Chinese Oral Narrative DisseminationGiménez Doblas, Nicolás 29 September 2021 (has links)
A la fragmentación de la comunidad de la enseñanza y el aprendizaje de español se suma la ausencia de una metodología científica que analice la calidad de las actividades educativas y culturales que se realizan en este ámbito académico. De esta forma no se valora su margen de mejora, su impacto ni su pertinencia reales. Propongo en esta investigación un modelo de planificación, ejecución y evaluación cualitativa y cuantitativa que permita conocer el grado de excelencia en la gestión y la satisfacción de sus participantes y destinatarios.
El ámbito en el que se ha llevado a cabo esta propuesta ha sido la Enseñanza Superior de la República Popular China, donde he trabajado siete años. Entre 2017 y 2020 he cofundado con mis alumnos y coordinado la iniciativa colectiva Puente con el objetivo de demostrar que los estudios hispánicos tienen el potencial de reducir el desconocimiento cultural y la falta de comunicación e integración de la comunidad educativa, y plantear una serie de objetivos en común. Las redes sociales, la difusión de la narrativa oral china y una actitud comunicativa han servido como elementos unificadores para la celebración de cinco actividades a nivel nacional con un fin didáctico, académico y divulgativo.
La meta propuesta supone una innovación y un complemento a la enseñanza reglada en el análisis del complejo contexto previo local más allá del aula. Tanto la metodología utilizada como los resultados obtenidos pueden resultar de utilidad para futuros estudios vinculados con la organización de eventos de enseñanza y aprendizaje no solo de español, sino también de otras lenguas y en otros entornos educativos. Y, en especial, tienen el potencial de promover el acercamiento y el entendimiento ante el creciente clima de tensión internacional. / Spanish: Advanced research in language and literature / Thesis directors: Vicente José Rodríguez Marcet (University of Salamanca) and Carmen González Vázquez (Autonomous University of Madrid).
|
3 |
Borealism : folkloristic perspectives on transnational performances and the exoticism of the NorthSchram, Kristinn Helgi Magnusson January 2011 (has links)
This thesis examines the exotic performances and representations of Icelanders and 'the North' (borealism) in both contemporary mediums and daily life focusing on their practice within intricate power-relations and transnational folkloric encounters. It sets forth theory in understanding the dynamics, agency and ironies involved with performing one's identity and folklore and a corresponding methodology of fieldwork and audio-visual documentation. It looks at the representation of the North through the produced and widespread images of Icelanders. It sheds light on the dynamics behind these representations and the coalescence of personal experience; everyday cultural expression; modes of commodification; and folkloric contexts from which many of these images emerge. The primary case study is an ethnography of Icelandic expatriates in Europe and North America that explores the roles of identity and folk culture in transcultural performances. In approaching the questions of differentiation and the folklore of dislocation everyday practices such as oral narrative and food traditions are studied as an arena of the negotiation and performance of identity. Interlinking theoretical and methodological concerns the thesis brings to bear how expressive culture and performance may corrode the strategies of boundary making and marginalisation re-enforced by exotic imagery by tactical re-appropriation. Finally the thesis explores the concept of ironic, as opposed to 'authentic', identities.
|
4 |
Examining the relationship between oral narrative ability and reading comprehension in children with mixed reading disabilityWesterveld, Marleen Frederike January 2007 (has links)
Oral narrative ability has received increasing attention over the past three decades, and the importance of children's oral narrative skills to academic achievement has been well established. Children with reading disabilities are known to demonstrate difficulties in the ability to produce and comprehend oral narratives (Roth & Spekman, 1986; Snyder & Downey, 1991). However, the nature of the relationship between oral narrative ability and reading comprehension performance in children with reading disability is not clear. The experiments reported in this thesis aim to address this issue. The following questions are asked: 1) Do deficits in oral narrative ability contribute to reading comprehension difficulties? and 2) What is the likely direction of the relationship between aspects of oral narrative ability and reading comprehension performance in children with reading disabilities? Fourteen children (aged between 6;4 and 7;8 at the initial assessment) with mixed reading disability (MRD: i.e., children who demonstrate both word recognition and listening comprehension deficits) participated in the study. Their oral narrative skills were compared to those of their chronological age-matched peers with typical development (TD) and their reading-age-matched peers with typical development (RMTD). The study consisted of three phases: 1) A longitudinal phase in which the children's oral narrative performance was assessed on three occasions over a two-year period; 2) An intervention phase (using a nonequivalent pretest-posttest control group design) in which 10 children participated in an oral narrative intervention program that focused on enhancing children's story structure knowledge; and 3) A follow-up assessment phase conducted eight months post-intervention. Oral narratives were elicited in a personal narrative context and in a story retelling context. Oral narrative production ability was analysed at macrostructure (story quality) and microstructure (morpho-syntax and vocabulary) levels. Oral narrative comprehension was assessed in a fictional story context through questions relating to story structure elements. Reading comprehension performance was assessed using a standardised test of reading ability. The results from the longitudinal study showed that the children with MRD demonstrated inferior oral narrative production and oral narrative comprehension performance compared to their peers with typical reading development at each assessment occasion. When comparing the poor readers' performance to the RMTD group at the third assessment trial, the results suggested that the children with MRD demonstrated a specific deficit in oral narrative comprehension. In contrast, a pattern of delay was observed on the microstructure measures of oral narrative performance. The results from the intervention indicated significant treatment effects with large effect sizes for oral narrative comprehension performance. Despite this improvement in oral narrative comprehension, there was little change in oral narrative production ability, and transfer to reading comprehension was not evident. Although the follow-up assessment indicated sustained improvement in oral narrative comprehension for the children with MRD, accelerated reading comprehension progress was not evident. The findings from the longitudinal case study highlighted the benefits of oral narrative intervention for a child considered at high risk of continuing academic difficulties. This thesis provides evidence of the persistent oral narrative difficulties in children with MRD. The findings also provide support for the importance of narrative structure knowledge to these poor readers' oral narrative comprehension performance. The results demonstrate that oral narrative comprehension ability explains only a small amount of the variance in reading comprehension performance. Rather, the persistent word recognition difficulties of the children with MRD exert the biggest influence on their reading comprehension performance. These results are discussed in terms of current models of reading and language development. Implications for clinical practice are also addressed.
|
5 |
O papel da memória construtiva na produção de narrativa oral infantil a partir da leitura de imagens em sequência / The role of constructive memory in the production of children\'s oral narrative from th reading of images in sequenceFiorindo, Priscila Peixinho 29 October 2009 (has links)
Partindo do pressuposto de que memória e narrativa são elementos inseparáveis, pois para se contar uma história é preciso ter um conhecimento prévio, ou seja, a estrutura narrativa (script) armazenada na memória, a presente pesquisa tem como objetivo principal verificar o papel da memória construtiva em histórias orais, produzidas por crianças, a partir da leitura sequencial de imagens. Para tanto, nos apoiamos em Flavell, Miller & Miller (1999), que compartilham com a visão de Piaget de que o armazenamento de informações é construção; e a recuperação delas é reconstrução, em que o sujeito deve fazer inferências a partir daquilo que está na superfície contextual, denominado, assim, esses dois processos de memória construtiva. Levando em conta que a leitura de imagens faz parte da decodificação e construção de significados de mundo, elegemos as cinco sequências de imagens, retiradas da história A pedra no caminho, extraída do livro Esconde-esconde (FURNARI, 1988). Participaram desse estudo, doze crianças brasileiras, de 5, 8 e 10 anos de idade, de ambos os sexos, de uma instituição particular de ensino. Nesta perspectiva, o método constituiu-se em apresentar para as crianças, num primeiro momento, uma imagem de cada vez, na tela do computador. Logo em seguida, foram expostas as sequências das cinco imagens no conjunto. Após a visualização das imagens, as mesmas foram retiradas e as crianças foram solicitadas a contar a história. Os dados foram gravados em câmera de vídeo digital, com gravador de áudio e transcritos com base nas Normas do Projeto NURC/USP, propostas por Preti e Urbano (1990). De acordo com a natureza dos dados coletados, direcionamos a atenção, também, à memória episódica (TULVING, 1972), responsável pelo armazenamento dos eventos, mas sem perder de vista a memória semântica, onde estão as informações do conhecimento de mundo do sujeito. Os resultados confirmam divergências significativas, nas produções narrativas das crianças, nas diferentes faixas etárias, quanto à utilização dos elementos linguísticos e discursivos. Neste aspecto, não observamos distinção relevante, nas produções de histórias entre meninos e meninas. Outro fator interessante, é que as crianças, independente da idade e do sexo, se posicionam diante dos fatos narrados, apresentando pontos de vistas, crenças e valores, mostrando, dessa maneira, a originalidade e a autoria em suas histórias. As conclusões, por sua vez, evidenciam que as narrativas construídas pelas crianças é uma atividade que abrange o uso de mecanismos de funcionamento da memória de curto prazo, onde estão presentes as informações recentes (as imagens, antes visualizadas) e da memória de longo prazo (memória semântica e episódica). Todas estas informações, provenientes dos diferentes sistemas de memória, são recuperadas e reelaboradas, por meio do script, na memória construtiva infantil para o enredo acontecer. / Assuming that memory and narrative are inseparable elements, once that to tell a story is necessary to have a pre-knowledge - in other words, the narrative structure (script) kept in mind - the present research has as main goal to verify the role of the constructive memory in oral stories, produced by children, based on the reading of sequential images. Thus, we have the support of Flavell, Miller & Miller (1999), who share the same point of view of Piaget, that the storage of information is construction; and its recovery is reconstruction, in which the subject must make inferences from what is on the contextual surface, denominating, therefore, these two processes of constructive memory. Taking into account that the reading of images is part of decoding and construction of meanings of world, we chose the five sequences of images from the story A pedra no caminho, extracted from the book Esconde-esconde (FURNARI, 1998). Twelve Brazilian children aged 5, 8 and 10 years old, from both genders and from a private school, took part in this study. In this perspective, the method was formed to provide for children, at first, an image at a time, on the computer screen. Soon after, the sequence of the set of five images were shown. After the visualization of the images, the same ones were taken away and the children were asked to tell the story. Data were recorded on digital video camera with audio recorder and transcribed based on the standards of the NURC/USP Project, proposed by Preti e Urbano (1990). According to the nature of the collected data, we drew attention, also, to the episodic memory (TULVING, 1972), responsible for the storage of events, but not losing track of the semantic memory, where are the details of knowledge of the subject\'s world. The results confirm meaningful divergences in the childrens narrative productions in the different ages, regarding the usage of linguistic and discursive elements. In this aspect we didnt have noticed relevant distinction in the production of stories between boys and girls. Another interesting factor is that the children, regardless of age or gender, express themselves before the narrated facts, presenting their point of view, creeds and values, showing, in this way, the originality and the authorship of their stories. The conclusions show that the narratives constructed by the children is an activity that includes the use of the mechanisms of the short term memory, where are recent information (the images seen before), and of the long term memory (semantic and episodic memory). All this information, coming from different systems of memory, are recovered and rebuilt by the script, in the childs constructive memory, to finally the plot happen.
|
6 |
Estudo das relações entre desenvolvimento da noção temporal e expressões linguísticas de tempo : a narrativa oral como proposta de intervenção em uma abordagem piagetiana /Rodrigues, Inaiara Bartol. January 2007 (has links)
Orientador: Adrián Oscar Dongo Montoya / Banca: Carmen Campoy Scriptori / Banca: Maria Suzana de Stefano Menin / Banca: Maria Thereza Coelho Costa de Souza / Banca: Stela Miller / Resumo: A noção de tempo é considerada um conteúdo bastante complexo e que apresenta dificuldade de ser apreendido. Da mesma forma, as expressões lingüísticas de tempo apresentam sérias dificuldades em relação ao seu emprego na língua. A questão epistemológica que se coloca é se a aprendizagem desses conteúdos dependem da linguagem verbal. O objetivo dessa pesquisa foi analisar as relações entre o desenvolvimento da noção temporal e as manifestações lingüísticas de tempo e verificar se a estimulação da narrativa oral, conceituada como uma estrutura discursiva disponível na língua que se caracteriza por predicados de ação, favorece essa assimilação. A pesquisa teórica visou compreender como ocorre o desenvolvimento da noção temporal segundo a teoria piagetiana e como se manifesta lingüisticamente a expressão de tempo no português do Brasil. A pesquisa empírica foi realizada com um grupo de cinco crianças de 8 e 9 anos da rede estadual de ensino e constou de três procedimentos, sendo que os procedimentos 1 e 3 foram realizados individualmente com cada criança e o procedimento 2 foi realizado em grupo: (1) avaliação da noção temporal e gravação das narrativas orais expressas por meio de solicitação feita pelo pesquisador às crianças; (2) realização de uma proposta de intervenção em grupo com um total de 56 encontros em um período de nove meses, na qual utilizava a narrativa oral como recurso metodológico para a tomada de consciência da noção de tempo e das manifestações de expressões lingüísticas de tempo; (3) aplicação do procedimento 1 após a intervenção. A análise dos dados coletados identificou que as cinco crianças desenvolveram a noção temporal no decorrer da proposta de intervenção e que também passaram a empregar as expressões lingüísticas de tempo em maior quantidade...(Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The temporal concept is a content difficult to be learned. Linguistic expressions of time also present serious difficulties regarding their use. The epistemological issue which arises is whether learning these contents depend on verbal language. The purpose of this work is to analyse the relationships between the temporal concept and the time linguistic manifestations and investigate whether stimulation of oral narrative that is characterised by action predicates, acts in favour of such an assimilation. The theoretical one aimed at understanding how temporal concept development occurs according to Piaget, and how time expression manifests itself linguistically in Brazilian Portuguese. The empirical phase took place with a group of five children of 8 and 9 years attending a public state school, and consisted of three procedures, the first and the third ones being done with each child and the second with the whole group working together: (1) assessing of temporal concepts and recording of oral narratives expressed by the children; (2) carrying out an intervention scheme in group during 56 meetings lasting for 9 months, in which oral narrative was used as a methodological tool to get the children become aware of the temporal concept and the time linguistic expressions manifestations; (3) application of procedure (1) after intervention. Collected data analysis showed that the children had developed the temporal concept during intervention scheme, and that they had also started to use linguistic expressions of time in greater quantity and in a way much closer to standard Portuguese. Conclusions pointed up that oral narrative favours the development of both the concept of physical time and manifestation of time linguistic expressions as far as it is operated in order to make possible the actions co-ordinations necessary and specific to assimilation of each one of these two acquirements...(Complete abstract, access undermentioned electronic address) / Doutor
|
7 |
O papel da memória construtiva na produção de narrativa oral infantil a partir da leitura de imagens em sequência / The role of constructive memory in the production of children\'s oral narrative from th reading of images in sequencePriscila Peixinho Fiorindo 29 October 2009 (has links)
Partindo do pressuposto de que memória e narrativa são elementos inseparáveis, pois para se contar uma história é preciso ter um conhecimento prévio, ou seja, a estrutura narrativa (script) armazenada na memória, a presente pesquisa tem como objetivo principal verificar o papel da memória construtiva em histórias orais, produzidas por crianças, a partir da leitura sequencial de imagens. Para tanto, nos apoiamos em Flavell, Miller & Miller (1999), que compartilham com a visão de Piaget de que o armazenamento de informações é construção; e a recuperação delas é reconstrução, em que o sujeito deve fazer inferências a partir daquilo que está na superfície contextual, denominado, assim, esses dois processos de memória construtiva. Levando em conta que a leitura de imagens faz parte da decodificação e construção de significados de mundo, elegemos as cinco sequências de imagens, retiradas da história A pedra no caminho, extraída do livro Esconde-esconde (FURNARI, 1988). Participaram desse estudo, doze crianças brasileiras, de 5, 8 e 10 anos de idade, de ambos os sexos, de uma instituição particular de ensino. Nesta perspectiva, o método constituiu-se em apresentar para as crianças, num primeiro momento, uma imagem de cada vez, na tela do computador. Logo em seguida, foram expostas as sequências das cinco imagens no conjunto. Após a visualização das imagens, as mesmas foram retiradas e as crianças foram solicitadas a contar a história. Os dados foram gravados em câmera de vídeo digital, com gravador de áudio e transcritos com base nas Normas do Projeto NURC/USP, propostas por Preti e Urbano (1990). De acordo com a natureza dos dados coletados, direcionamos a atenção, também, à memória episódica (TULVING, 1972), responsável pelo armazenamento dos eventos, mas sem perder de vista a memória semântica, onde estão as informações do conhecimento de mundo do sujeito. Os resultados confirmam divergências significativas, nas produções narrativas das crianças, nas diferentes faixas etárias, quanto à utilização dos elementos linguísticos e discursivos. Neste aspecto, não observamos distinção relevante, nas produções de histórias entre meninos e meninas. Outro fator interessante, é que as crianças, independente da idade e do sexo, se posicionam diante dos fatos narrados, apresentando pontos de vistas, crenças e valores, mostrando, dessa maneira, a originalidade e a autoria em suas histórias. As conclusões, por sua vez, evidenciam que as narrativas construídas pelas crianças é uma atividade que abrange o uso de mecanismos de funcionamento da memória de curto prazo, onde estão presentes as informações recentes (as imagens, antes visualizadas) e da memória de longo prazo (memória semântica e episódica). Todas estas informações, provenientes dos diferentes sistemas de memória, são recuperadas e reelaboradas, por meio do script, na memória construtiva infantil para o enredo acontecer. / Assuming that memory and narrative are inseparable elements, once that to tell a story is necessary to have a pre-knowledge - in other words, the narrative structure (script) kept in mind - the present research has as main goal to verify the role of the constructive memory in oral stories, produced by children, based on the reading of sequential images. Thus, we have the support of Flavell, Miller & Miller (1999), who share the same point of view of Piaget, that the storage of information is construction; and its recovery is reconstruction, in which the subject must make inferences from what is on the contextual surface, denominating, therefore, these two processes of constructive memory. Taking into account that the reading of images is part of decoding and construction of meanings of world, we chose the five sequences of images from the story A pedra no caminho, extracted from the book Esconde-esconde (FURNARI, 1998). Twelve Brazilian children aged 5, 8 and 10 years old, from both genders and from a private school, took part in this study. In this perspective, the method was formed to provide for children, at first, an image at a time, on the computer screen. Soon after, the sequence of the set of five images were shown. After the visualization of the images, the same ones were taken away and the children were asked to tell the story. Data were recorded on digital video camera with audio recorder and transcribed based on the standards of the NURC/USP Project, proposed by Preti e Urbano (1990). According to the nature of the collected data, we drew attention, also, to the episodic memory (TULVING, 1972), responsible for the storage of events, but not losing track of the semantic memory, where are the details of knowledge of the subject\'s world. The results confirm meaningful divergences in the childrens narrative productions in the different ages, regarding the usage of linguistic and discursive elements. In this aspect we didnt have noticed relevant distinction in the production of stories between boys and girls. Another interesting factor is that the children, regardless of age or gender, express themselves before the narrated facts, presenting their point of view, creeds and values, showing, in this way, the originality and the authorship of their stories. The conclusions show that the narratives constructed by the children is an activity that includes the use of the mechanisms of the short term memory, where are recent information (the images seen before), and of the long term memory (semantic and episodic memory). All this information, coming from different systems of memory, are recovered and rebuilt by the script, in the childs constructive memory, to finally the plot happen.
|
8 |
Det var en gång... : En kvalitativ studie om pedagogers uppfattning om användandet av sagor i förskoleverksamhetenJohansson, Annika January 2011 (has links)
The purpose of this study is to find out how teachers work with fairytales in preschools raising several questions; How would the teachers describe the literary environment at the preschools? What does theory say about the literary environment? What type of fairytales do the teachers perceive that they work with? How does theory describe these fairytales? What is the underlying purpose for teachers working with fairytales? What purposes are described in theory? My study is based on qualitative interviews conducted with three teachers working in preschool in a small town. The study is based on hermeneutic theory. I have also used other theory to complete the study. The teachers all see the possibility of using storytelling as a means to developing the children´ s vocabulary. Some of the teachers also use books and stories as a way of indirectly addressing ongoing personal problems. The results of my study show that fairytales can be a valuable tool for personal development for children. Working with fairytales could be crucial to how children develop their curiosity and desire to learn and manage ongoing traumas in their lives. My study also raises questions that might be interesting to discuss in a future not so far from now; should teachers be more aware of their important therapeutic role when choosing fairytales?
|
9 |
George Sword's Warrior Narratives: A Study in the Processes of Composition of Lakota Oral NarrativeShaw, Delphine R. January 2013 (has links)
This research is the result of a long-standing interest in the work of one individual, George Sword who composed two hundred and forty-five pages of text in the Lakota language using the English alphabet in the period 1896 through 1910. In the past scholars have studied Lakota narratives and songs and with each study new insights are gained. However, the focus generally in oral literary research has been in the study of content and not process in Lakota oral traditions. In order to better understand the characteristics of Lakota oral style this study shows how it is composed and structured in the work of George Sword. The research focus is from a qualitative perspective concerned with exploring, describing, and explaining a culturally specific Lakota oral narrative more commonly found in history and ethnographic disciplines, where it is a special type of case study research. The primary method used is an analysis of historic documents and original text in Lakota to address the issues raised in the general research problem: How do you define Lakota literature? In the end this study shows the way in which Lakota oral narrative is composed, how its practice produced a distinct form. During the course of this study, what became apparent in George Sword's Lakota narratives were the formulaic patterns inherent in the Lakota language used to tell the narratives as well as the recurring themes and story patterns. The primary conclusion is that these patterns originate from a Lakota oral tradition. This analysis can be used to determine whether any given written narrative in Lakota oral tradition is oral or not; and leads the way for further research
|
10 |
Examining the relationship between oral narrative ability and reading comprehension in children with mixed reading disabilityWesterveld, Marleen Frederike January 2007 (has links)
Oral narrative ability has received increasing attention over the past three decades, and the importance of children's oral narrative skills to academic achievement has been well established. Children with reading disabilities are known to demonstrate difficulties in the ability to produce and comprehend oral narratives (Roth & Spekman, 1986; Snyder & Downey, 1991). However, the nature of the relationship between oral narrative ability and reading comprehension performance in children with reading disability is not clear. The experiments reported in this thesis aim to address this issue. The following questions are asked: 1) Do deficits in oral narrative ability contribute to reading comprehension difficulties? and 2) What is the likely direction of the relationship between aspects of oral narrative ability and reading comprehension performance in children with reading disabilities? Fourteen children (aged between 6;4 and 7;8 at the initial assessment) with mixed reading disability (MRD: i.e., children who demonstrate both word recognition and listening comprehension deficits) participated in the study. Their oral narrative skills were compared to those of their chronological age-matched peers with typical development (TD) and their reading-age-matched peers with typical development (RMTD). The study consisted of three phases: 1) A longitudinal phase in which the children's oral narrative performance was assessed on three occasions over a two-year period; 2) An intervention phase (using a nonequivalent pretest-posttest control group design) in which 10 children participated in an oral narrative intervention program that focused on enhancing children's story structure knowledge; and 3) A follow-up assessment phase conducted eight months post-intervention. Oral narratives were elicited in a personal narrative context and in a story retelling context. Oral narrative production ability was analysed at macrostructure (story quality) and microstructure (morpho-syntax and vocabulary) levels. Oral narrative comprehension was assessed in a fictional story context through questions relating to story structure elements. Reading comprehension performance was assessed using a standardised test of reading ability. The results from the longitudinal study showed that the children with MRD demonstrated inferior oral narrative production and oral narrative comprehension performance compared to their peers with typical reading development at each assessment occasion. When comparing the poor readers' performance to the RMTD group at the third assessment trial, the results suggested that the children with MRD demonstrated a specific deficit in oral narrative comprehension. In contrast, a pattern of delay was observed on the microstructure measures of oral narrative performance. The results from the intervention indicated significant treatment effects with large effect sizes for oral narrative comprehension performance. Despite this improvement in oral narrative comprehension, there was little change in oral narrative production ability, and transfer to reading comprehension was not evident. Although the follow-up assessment indicated sustained improvement in oral narrative comprehension for the children with MRD, accelerated reading comprehension progress was not evident. The findings from the longitudinal case study highlighted the benefits of oral narrative intervention for a child considered at high risk of continuing academic difficulties. This thesis provides evidence of the persistent oral narrative difficulties in children with MRD. The findings also provide support for the importance of narrative structure knowledge to these poor readers' oral narrative comprehension performance. The results demonstrate that oral narrative comprehension ability explains only a small amount of the variance in reading comprehension performance. Rather, the persistent word recognition difficulties of the children with MRD exert the biggest influence on their reading comprehension performance. These results are discussed in terms of current models of reading and language development. Implications for clinical practice are also addressed.
|
Page generated in 0.082 seconds