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Coast Salish children's narratives : structural analysis from three perspectivesBrighouse, Jean Alison January 1990 (has links)
Narratives serve many functions within a given cultural group. As well as reflecting and transmitting the social values of that group, narratives provide children with a cognitive framework that is an important factor in the learning process. Although the structure of narratives has been described for mainstream children, there is some debate as to whether different cultures share the same narrative structure. A culturally-based difference in narrative structure may contribute to the fact that Native Indian children (as well as children from other minority cultures) are overrepresented among those children who have difficulty in school.
The present study set out to investigate whether there was a discernable difference in the structure of narratives told by five Coast Salish children aged 5;0 -8;6 and those told by mainstream children reported in the narrative development research literature. Two types of narratives (personal experience and fictional) were collected and analyzed according to three analysis procedures: high point analysis, which emphasizes evaluation of events; episodic analysis, which emphasizes goal-based action; and poetic analysis, which emphasizes the poetic form of the narratives.
The high point analysis revealed that the Coast Salish children ordered events in their stories in a different order than mainstream children do. Both the high point
and the episodic analyses showed that the Coast Salish children expressed relationships between events implicitly more frequently than mainstream children. The poetic analysis was the most revealing of potential intercultural differences. This analysis revealed that falling intonation, grammatic closure, lexical markers and shifts in perspective (reference, action, focused participant, time frame, comment, etc.) defined structural units in the narratives of the Coast Salish children. This evidence of structural unit markers was consistent with predictions based on research by Scollon & Scollon (1981, 1984). The results of this investigation have implications for educators and speech-language pathologists in their interaction with Native Indian children. In addition, the results provide a useful indication of the necessary considerations and appropriate procedures for carrying out a more focused study of the narratives of a larger group of Native Indian children. / Medicine, Faculty of / Audiology and Speech Sciences, School of / Graduate
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Intensive narrative intervention with four inner-city children an interrupted time series analysis /Rose, Alyssa. January 2010 (has links)
Thesis (M.Sc.)--University of Alberta, 2010. / Title from pdf file main screen (viewed on December 8, 2009). "A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Science, Speech Pathology and Audiology." At head of title screen : University of Alberta. Includes bibliographical references.
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Evaluative comments in narratives of Cantonese speaking childrenLeung, Wing-fai. January 2001 (has links)
Thesis (B.Sc)--University of Hong Kong, 2001. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 4, 2001. Also available in print.
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Cohesion in Cantonese-speaking children's picture-elicited narrativesTse, Cheung-yin, Sharon. January 1997 (has links)
Thesis (B.Sc)--University of Hong Kong, 1997. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1997." Also available in print.
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The incorporation of popular culture into Newfoundland school children's narratives /Coviello, Elizabeth Anne, January 2005 (has links)
Thesis (M.A.)--Memorial University of Newfoundland, 2005. / Bibliography: leaves 190-201.
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Effects of English and Bilingual Storybook Reading and Reenactment on the Retelling Abilities of Preschool ChildrenGutierrez-Gomez, Catalina 12 1900 (has links)
The purpose of this study was to investigate the story retelling abilities of preschool children who have experienced storybook reading and storybook reenactment bilingually, in English and Spanish, and preschool children who have experienced storybook reading and storybook reenactment in English only. This is a clinical case study employing both quantitative and qualitative measures comparing four treatment groups. Three evaluation instruments were developed by the researcher and used for posttesting; a story comprehension test, a story retelling guidesheet/scoresheet, and a storybook literacy response evaluation. In addition, participant observation and teacher interviews were used to gather qualitative data regarding learning center extensions of the target text and teacher beliefs and practices about the use of storybooks. The findings from this study show that scores for children who experienced storybook reading and storybook reenactment were significantly better on both the story retelling and story comprehension measures. In addition, a larger proportion of children who experienced storybook reading and reenactment were found to perform at the second level of literacy response on the Levels of Literacy evaluation. No differences were found in relationship to the language used on any of the dependent measures. Findings fromqualitative data showed that children were involved in limited extensions of the storybook read to them regardless of whether they experienced storybook reenactment or discussion. Teacher beliefs and practices related to their role during learning center play was believed to have some influence on children's choices regarding story extensions or dramatic play theme content. Recommendations were made to pre-school teachers that story reenactment was an effective technique with both bilingual and monolingual presentation. Additional research questions were posed also.
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The effects of parental style on narrative production in preschoolers : an intervention study /Jesso, Beulah A., January 1997 (has links)
Thesis (M. Sc.), Memorial University of Newfoundland, 1998. / Bibliography: leaves 35-39.
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Storievoltooiing : 'n projeksiemedium vir gebruik by elf- tot veertienjarigesJoubert, Christina Margaretha 01 1900 (has links)
Afrikaans text / Hierdie navorsing spruit uit die behoefte om doeltreffendheid van
hulpverlening by kliente in die ouderdomsgroep elf- tot veertien jaar te
verbeter. Die doel was om vas te stel of die projeksietegniek storievoltooiing
by vroee adolessente nuttige responsies oplewer. Twee bestaande
storievoltooiingsmedia, naamlik die Doss Fabels en die Madeleine Thomas
Toets is toegepas saam met ander projeksiemedia en die responsies wat by
storievoltooing gekry is, is geevalueer.
Deur middel van 'n literatuurstudie is die eienskappe van die vroee adolessent
nagegaan. Daar is spesiale aandag gegee aan die probleme wat kliente in
hierdie ouderdomsgroep by hulpverlening vir die hulpvertener oplewer.
Navorsing dui daarop dat die vroee adolessent 'n relatief hoe risiko loop om
wordingsprobleme te ontwikkel. Vanwee die kenmerke van hierdie spesifteke
ontwikkelingstadium, is erkende metodes van hulpverlening soos
onderhoudvoering, nie altyd die aangewese of mees suksesvolle metode van
hulpverlening nie.
Tydens die empiriese ondersoek is gevind dat die proefpersone gunstig
gereageer het op die storievoltooiingsmedia en nuttige responsies gelewer
het. Die gevolgtrekking is gemaak dat storievoltooing as tegniek, moontlik 'n
rol te speel het naas die meer bekende projeksiemedia soos die TAT en die
OAP as hulpmiddel by diagnose van probleme by vroee adolessente. / This reseach evolved from the need to increase the efficiency of therapy with
early adolescents. The objective was to establish whether story completion as projective technique
elicits useful responses. Two existing story completion media, the Duss Fables and the Madeleine
Thomas Test, were applied in addition to other projection media and the responses were evaluated.
The characteristics of the early adolescent were studied as found in the literature. Research
indicates that the early adolescent is at risk for various ontological and psychological problems.
Because of the characteristics of clients in this specific developmental stage, accepted
techniques in therapy, for example the interview, are not entirely successful when counseling
early adolescents.
It was found that testees responded positively to the story completion media and produced useful
responses. The conclusion was that story completion may have a role to play as an instrument in
diagnosing the problems of early adolescents. / Psychology of Education / M. Ed. (Voorligting)
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Storievoltooiing : 'n projeksiemedium vir gebruik by elf- tot veertienjarigesJoubert, Christina Margaretha 01 1900 (has links)
Afrikaans text / Hierdie navorsing spruit uit die behoefte om doeltreffendheid van
hulpverlening by kliente in die ouderdomsgroep elf- tot veertien jaar te
verbeter. Die doel was om vas te stel of die projeksietegniek storievoltooiing
by vroee adolessente nuttige responsies oplewer. Twee bestaande
storievoltooiingsmedia, naamlik die Doss Fabels en die Madeleine Thomas
Toets is toegepas saam met ander projeksiemedia en die responsies wat by
storievoltooing gekry is, is geevalueer.
Deur middel van 'n literatuurstudie is die eienskappe van die vroee adolessent
nagegaan. Daar is spesiale aandag gegee aan die probleme wat kliente in
hierdie ouderdomsgroep by hulpverlening vir die hulpvertener oplewer.
Navorsing dui daarop dat die vroee adolessent 'n relatief hoe risiko loop om
wordingsprobleme te ontwikkel. Vanwee die kenmerke van hierdie spesifteke
ontwikkelingstadium, is erkende metodes van hulpverlening soos
onderhoudvoering, nie altyd die aangewese of mees suksesvolle metode van
hulpverlening nie.
Tydens die empiriese ondersoek is gevind dat die proefpersone gunstig
gereageer het op die storievoltooiingsmedia en nuttige responsies gelewer
het. Die gevolgtrekking is gemaak dat storievoltooing as tegniek, moontlik 'n
rol te speel het naas die meer bekende projeksiemedia soos die TAT en die
OAP as hulpmiddel by diagnose van probleme by vroee adolessente. / This reseach evolved from the need to increase the efficiency of therapy with
early adolescents. The objective was to establish whether story completion as projective technique
elicits useful responses. Two existing story completion media, the Duss Fables and the Madeleine
Thomas Test, were applied in addition to other projection media and the responses were evaluated.
The characteristics of the early adolescent were studied as found in the literature. Research
indicates that the early adolescent is at risk for various ontological and psychological problems.
Because of the characteristics of clients in this specific developmental stage, accepted
techniques in therapy, for example the interview, are not entirely successful when counseling
early adolescents.
It was found that testees responded positively to the story completion media and produced useful
responses. The conclusion was that story completion may have a role to play as an instrument in
diagnosing the problems of early adolescents. / Psychology of Education / M. Ed. (Voorligting)
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