Global ETD Search

1	STORY ELEMENTS: WHICH IMPACT CHILDREN'S READING INTERESTS? Kauffman, Syndi 05 July 2005 (has links) No description available. STORY ELEMENTS
2	Story Generation Ability in Four Children with Language Impairment Chamberlain, Monica Leroy 03 July 2014 (has links) (PDF) This thesis project focused on the complexity of story generations produced by four children with language impairment across treatment sessions. Specifically, the participants' utterances were analyzed to determine if the children produced simple story elements and/or more complex cause/effect story elements. The children's utterances were also analyzed to identify emotion words in order to consider the children's awareness of the emotions experienced by characters in the stories. All participants approached the story generation task by describing characters and actions based on pictures from the book. Two participants did not express any causal relationships and two participants expressed some awareness of causal relationships, suggesting an emergence of this ability. Furthermore, participants' ability to recognize emotions varied. All of the children were able to label at least one emotion across sessions, and two participants increased production of emotion words across sessions. None of the participants linked character actions/reactions to the overall theme of the story. Further research is needed to determine effective ways to help children bridge the gaps between simple descriptions and more complex causal relationships. language impairment story generation narrative story elements intervention Communication Sciences and Disorders
3	Creativity and EFL Learning : An empirical study in a Swedish upper-secondary school Inggårde, Karin January 2014 (has links) The aim of this study was to see if a deliberately creative approach in an EFL (English as a Foreign Language) class would have any impact on the students’ EFL learning in terms of more varied vocabulary use, more original written texts, more implementation of story elements (such as a story goal, obstacle, character motive) and increased motivation leading to enhanced activity and attention. An empirical method was adopted in connection in which two Swedish upper-secondary school classes of a vocational program participated. One class was exposed to a regular teaching method (RTM) while the other class was exposed to a creative study design (CSD). During a four week period the students were assigned to write a short story and received instructions on different story elements (story goal, obstacle and character motivation). The RTM was based on how the class’s ordinary teacher would have taught. The CSD was uniquely created for this study and included several techniques and recommendations from scholars in the field of creativity. The results showed that the students exposed to the CSD implemented the story elements to a somewhat higher degree, used a slightly more varied vocabulary, wrote more creative stories, and showed more attention and activity than the students exposed to the RTM. However, more extensive studies would be needed to confirm these results and allow generalizations about the possible benefits the CSD has as opposed to the RTM when it comes to EFL learning. EFL (English as a Foreign Language) creativity motivation originality creative writing vocabulary story elements upper-secondary school Sweden.
4	Changes in Kindergarteners' Writing Complexity When Using Story Elements Watanabe, Lynne M. 18 July 2008 (has links) (PDF) This study examined changes in kindergarteners' writing complexity after implementing writing instruction based on story elements (character, setting, problem, and solution). Writing samples from six students of three ability levels (i.e., beginning, intermediate, and advanced) were collected over a six-week period within a guided writing context. These samples included three types of texts (oral language, pictures, and written text)and were analyzed using two analytic rubrics specifically created for this study, one for writing development and the other for the inclusion of story elements. Findings from this study suggest that all students, regardless of ability level wrote in more complex ways when they used story elements as cues to incorporate detail into their writing. Additionally, all of the students included the four story elements in varying degrees, and the acknowledgment and use of different types of text in each writing sample provided a more accurate representation of the student authors' thinking. Emergent Literacy Emergent Writing Writing Instruction Emergent Writing Instruction Guided Writing Story Elements Kindergarten
5	Alternatiewe realiteite oor "gestremdheid": 'n pastoraal-narratiewe studie saam met ouers van meervoudig-"gestremde" kinders Els, Melette 30 November 2004 (has links) Text in Afrikaans / This pastoral-narrative study pans the stories of multi disabled children's parents for story elements and account resources that lead to the development of alternative realities on the dominant reality of "disability". With a postmodern epistemology and postmodern theological background this study was performed with a qualitative narrative research approach. In this study the stories of eight multi "disabled children's parents are utilized. Story elements and account resources from social structures and existence are highlighted and discussed. Examples of this are family, circle of friends, hope and parental love. The account of this study underlines the value that alternative realities on the dominant reality of "disability" can add to the quality on how people experience life. It also services as prove of people's riches of inner power and resilience. / Practical Theology / M.Th. Story elements Account resources Multi 'disabled' Parents of multi 'disabled' children Life experience Social structures Existence Acceptance Hope 362.4043 Family psychotherapy Pastoral theology Theology, Practical Narrative therapy Families -- Psychological aspects Spiritual life Communication in families Life skills Adjustment (Psychology)
6	Alternatiewe realiteite oor "gestremdheid": 'n pastoraal-narratiewe studie saam met ouers van meervoudig-"gestremde" kinders Els, Melette 30 November 2004 (has links) Text in Afrikaans / This pastoral-narrative study pans the stories of multi disabled children's parents for story elements and account resources that lead to the development of alternative realities on the dominant reality of "disability". With a postmodern epistemology and postmodern theological background this study was performed with a qualitative narrative research approach. In this study the stories of eight multi "disabled children's parents are utilized. Story elements and account resources from social structures and existence are highlighted and discussed. Examples of this are family, circle of friends, hope and parental love. The account of this study underlines the value that alternative realities on the dominant reality of "disability" can add to the quality on how people experience life. It also services as prove of people's riches of inner power and resilience. / Philosophy, Practical and Systematic Theology / M.Th. Story elements Account resources Multi 'disabled' Parents of multi 'disabled' children Life experience Social structures Existence Acceptance Hope 362.4043 Family psychotherapy Pastoral theology Theology, Practical Narrative therapy Families -- Psychological aspects Spiritual life Communication in families Life skills Adjustment (Psychology)

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