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Oakhill, Jane – Discourse Processes: A Multidisciplinary Journal, 2020
A substantial amount of research has focused on children's reading development and reading problems, but in comparison there has been relatively little research into children's reading comprehension. This article provides an overview of the research that has investigated the skills and cognitive processes that support children's understanding of…
Descriptors: Educational Research, Reading Research, Reading Comprehension, Children
Porto, Melina – Intercultural Education, 2014
The work presented here is an empirical study of how advanced learners of English as a foreign language in Argentina access and understand the culture-specific dimensions of literary narrative texts. It has three purposes. First, to extend research into reading in a foreign language to take account of the culture-specific content of texts. Second,…
Descriptors: Reading Research, Intercultural Communication, Investigations, Literary Criticism
Dymock, Susan – Reading Teacher, 2007
Research shows that students who have a good understanding of narrative text structure have fewer problems comprehending stories. Research also suggests that many students require explicit instruction in how to comprehend this text type. While some children are able to figure out the more elaborate structure of narrative text on their own (i.e.,…
Descriptors: Teaching Methods, Text Structure, Reading Comprehension, Reading Strategies

Jose, Paul E.; Brewer, William F. – Journal of Reading Behavior, 1990
Uses the structural-affect theory of stories to predict that primary school children prefer narratives that involve suspense to those that fail to stimulate a pleasant affective response. Finds that suspense stories are liked better than mundane scripts or scripts with nonintegrated exciting events. (RS)
Descriptors: Affective Measures, Emotional Response, Literary Genres, Primary Education

Bates, Lindy – Reading, 1991
Finds that when children write without any picture, they use a more developed story narrative than when they are given pictures as an initial stimulus. Suggests that it is the content of the picture and the way in which it is presented that affects story structure. (RS)
Descriptors: Elementary Education, Pictorial Stimuli, Reading Research, Story Grammar
The Influence of Anaphoric Relations and Departures from Story Grammar Structure on Text Processing.

Gallini, Joan K.; Spires, Hiller A. – Reading Psychology, 1992
Investigates manipulating the use of anaphoric relations and text adherence to story grammar rules to produce different conditions of inferencing demands for college-age students. Finds that text learning was more evident in the low-inference group for both passage types. Finds also that subjects in the same group manifested greater accuracy in…
Descriptors: Higher Education, Reader Text Relationship, Reading Comprehension, Reading Research

Golden, Richard M.; Rumelhart, David E. – Discourse Processes, 1993
Introduces a multistate probabilistic causal chain notation for describing the knowledge structures implicitly represented by the subjective conditional probability distribution. Proposes a psychological process model of how story comprehension and recall processes operate using causal chain representations. Compares the model's story-recall…
Descriptors: Discourse Analysis, Higher Education, Models, Reading Comprehension

Schirmer, Barbara R. and Bond, Wendy L. – Reading Improvement, 1990
Examines whether intermediate level severely and profoundly hearing-impaired children can internalize story structure through nonexplicit instruction and then use this knowledge to understand narrative text. Finds that the instructional intervention is effective in providing these children with a conceptual framework for understanding the content…
Descriptors: Elementary Education, Hearing Impairments, Instructional Effectiveness, Reading Comprehension

Jetton, Tamara L. – Reading Psychology, 1994
Examines the responses of second-grade students asked to listen to pseudonarration for information or to listen to the text as a story. Finds that, regardless of purpose given, the students focused on the story idea units more than the informational idea units. Discusses implications of these findings for research and practice. (RS)
Descriptors: Grade 2, Primary Education, Reader Response, Reading Comprehension

Pappas, Christine C. – Language Arts, 1991
Argues against the idea that story is the primary way that children come to literacy. Presents a case study that shows that, given the chance to interact with information books, young children are not only capable of reading them but eager to do so. (MG)
Descriptors: Case Studies, Childrens Literature, Kindergarten Children, Literacy

Hade, Daniel D. – Research in the Teaching of English, 1988
Argues that one way to investigate the relationship of text to story taker (reader or listener) is to compare how the writer has made the story to how the story taker has recreated the story. Indicates a resonance between the story taker's retelling and the original text. (RAE)
Descriptors: Childrens Literature, Cognitive Development, Reader Response, Reader Text Relationship

Au, Kathryn H. – Language Arts, 1992
Looks at the features of teacher-guided discussions of literature that led elementary students toward constructing a theme for a story. Shows how students can profitably explore theme in the literature they are reading and provides an alternative to the directed reading activity format that has become typical of small group reading instruction.…
Descriptors: Childrens Literature, Discussion (Teaching Technique), Grade 3, Primary Education

Mandler, Jean M. – Discourse Processes, 1987
Respectively, three experiments indicate that (1) people can identify all the terminal units in stories as well as different kinds of episodic structure; (2) when attention was focused on the intermediate units, the Goal Path emerged in the judgments; and (3) the same judgments about terminal units were made even when the number of sentences per…
Descriptors: Cognitive Processes, Discourse Analysis, Psychological Studies, Reading Comprehension

Ouellette, Glenda; Dagostino, Lorraine; Carifio, James – Reading Improvement, 1998
Investigates fifth-grade children's expectations for stories in relation to knowledge of literature/reading ability. Shows "high readers" included more high-level story propositions and structurally important story information than did low readers; students who included structurally important story information scored higher on knowledge…
Descriptors: Childrens Literature, Discourse Analysis, Grade 5, Intermediate Grades
Hartman, Douglas Keith – 1986
A study measured the effects that direct instruction in narrative text structure using a story map (called "macrostruction") had on the comprehension of average and above average sixth-grade readers. A 2 x 2 x 2 repeated measures design was used with time, text, and treatment as the independent variables. The number of story grammar idea…
Descriptors: Grade 6, Instructional Effectiveness, Intermediate Grades, Narration