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Storytelling Intervention to Improve the Narrative Skills of Bilingual Children Coming from Low Socio-Economic Status
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Temiz, Zeynep – Early Child Development and Care, 2019
This study aims to investigate narrative competence of bilingual children from low socio-economic status (SES) before and after they were involved in fourteen weeks of Turkish storytelling activities. Fifteen bilingual children from low-SES backgrounds participated in this research. Bilingual children first produced narratives using Mercer Mayer's…
Descriptors: Story Telling, Low Income, Bilingualism, Story Grammar
Alcatraz and Iser: Applying Wolfgang Iser's Concepts of Implied Reader and Implied Author and Reality to the Metafictive Alcatraz Smedry Series
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Castleman, Michele D. – Children's Literature in Education, 2011
As a narrative series, Brandon Sanderson's humorous, middle grade, Alcatraz Smedry novels display some of the arguably vague concepts of Reader Response theorist Wolfgang Iser as accessible themes that encourage a critical understanding of the stories. "Alcatraz Versus the Evil Librarians" (2007), "Alcatraz Versus the Scrivener's Bones" (2008) and…
Descriptors: Reader Response, Novels, Childrens Literature, Fantasy
What the Berenstain Bears Can Tell Us about School Readiness: Maternal Story Grammar Style and Preschool Narrative Recall
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Harris, Yvette R.; Schroeder, Valarie M. – Journal of Early Childhood Research, 2012
Forty middle-class American mothers and their preschool children were observed in a narrative activity which involved telling a story using the Berenstain Bears Play Set as a stimulus. The goal of the study was to examine the presence of story grammar elements in both maternal and preschool narratives. In addition, the study sought to explore the…
Descriptors: Story Grammar, School Readiness, Reading Readiness, Mothers
Dancing with the Wind: Understanding Narrative Text Structure through Response to Multicultural Children's Literature (with an Assist from HyperCard).
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Heller, Mary F.; McLellan, Hilary – Reading Psychology, 1993
Describes a model procedure for integrating direct instruction in story structure with reader response to literature in two settings: traditional storybook read-aloud sessions and nontraditional HyperCard computer sessions. (SR)
Descriptors: Childrens Literature, Grade 5, Hypermedia, Intermediate Grades