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Jones, Elaine F.; Nelson-Le Gall, Sharon – Negro Educational Review, 2009
Seventy-two first-, third-, and fifth-grade Black children heard stories about Black and White students engaged in computer, physical education, social studies, and spelling tasks at school. Children were asked to evaluate the ability, effort, experience of task difficulty, and likelihood of task success for the story characters. Findings…
Descriptors: African American Children, Childhood Attitudes, Academic Achievement, Story Grammar
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Olinghouse, Natalie G.; Graham, Steve – Journal of Educational Psychology, 2009
This study examined whether discourse knowledge about various forms of writing predicted young developing writers' (Grade 2 and Grade 4 students) story writing performance once 4 writing (handwriting fluency, spelling, attitude toward writing, advanced planning) and 3 nonwriting (grade, gender, basic reading skills) variables were controlled. It…
Descriptors: Story Grammar, Student Motivation, Grade 4, Grade 2
Yang, Hsiao-Hui – New Horizons in Education, 2010
Background: Teenagers experience wars not only in the actual war zones but also in the home, school, and street fronts. Sometimes they are the innocent victims of bullying. Often confused, they do not know how to survive in bullying situations. Adults such as movie makers and educators have taken on the responsibility of helping teenagers. The…
Descriptors: Non Western Civilization, Military Training, Physical Activities, Adolescents
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Burman, Diana; Evans, Deborah; Nunes, Terezinha; Bell, Daniel – Deafness and Education International, 2008
Assessment is essential for designing individualized educational plans (IEPs) for children. In order to contribute effectively to this process, assessments must be appropriate for the group, show neither floor nor ceiling effects, and help teachers formulate specific aims. Different attempts to develop such assessments for the writing of deaf…
Descriptors: Structural Elements (Construction), Special Schools, Reading Comprehension, Childrens Writing
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Keller, J. Gregory – Journal of the Scholarship of Teaching and Learning, 2008
Critical thinking skills are crucial for both academic and everyday life. This paper presents the author's Text Analysis Matrix (TAM), a model for developing skills for the critical examination of texts. The TAM guidelines involve finding and clarifying the main claims of a text, discovering and assessing arguments, uncovering the implications for…
Descriptors: Critical Thinking, Ethics, Thinking Skills, Introductory Courses
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Murfett, Romana; Powell, Martine B.; Snow, Pamela C. – Journal of Intellectual & Developmental Disability, 2008
Background: This study examined the ability of 78 children (aged 9-12 years) with an intellectual disability (ID) to provide a narrative account of a staged event they had participated in four days earlier. Method: The children were interviewed using open-ended questions. The quality of their responses (using a story grammar framework) was…
Descriptors: Control Groups, Story Grammar, Mental Age, Mental Retardation
Wyatt, Neal – Library Journal, 2007
Readers often think of nonfiction as an information experience and not as a story experience, and indeed many nonfiction titles are task oriented, teaching readers how to knit or outlining the process of building a fence. But there is a huge body of nonfiction that is both informative and story-based. New nonfiction classics like Jon Krakauer's…
Descriptors: Story Grammar, Nonfiction, Story Telling, Narration
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Westerveld, Marleen F.; Gillon, Gail T. – Child Language Teaching and Therapy, 2008
Ten children (aged between 7;11 and 9;2) with mixed reading disability participated in an oral narrative intervention programme that focused on enhancing children's story structure knowledge. The participants had all demonstrated persistent reading and oral narrative comprehension and production difficulties in a two-year longitudinal study prior…
Descriptors: Control Groups, Reading Comprehension, Story Grammar, Intervention
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Griffith, Priscilla L.; Ruan, Jiening – Reading Teacher, 2007
Story innovation is a form of scaffold writing in which the sentence and text patterns remain intact but the content is altered through the substitution of vocabulary to change the setting, characters, or action in a story. Story innovation is presented as a way to develop vocabulary knowledge through deep processing and to provide fluency…
Descriptors: Educational Strategies, Vocabulary Development, Instructional Innovation, Oral Reading
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O'Neill, Daniela K.; Shultis, Rebecca M. – Developmental Psychology, 2007
In comprehending stories, adults create mental models from which they follow the actions of the characters from the characters' different mental vantage points. Using a novel methodology, this study is the first to examine when children attain the narrative ability to track the mental perspective of characters. That is, when do children follow…
Descriptors: Literary Devices, Story Grammar, Narration, Comprehension
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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
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Webster, Paula Sunanon – Reading Teacher, 2009
This exploratory study describes the instructional strategies and related activities a Grade 1 teacher and I used to promote engagements with informational texts in one rural Jamaican primary school. Some of the instructional strategies and activities were bridging connections from the known to the unknown, reading aloud to increase content…
Descriptors: Educational Strategies, Classroom Techniques, Story Grammar, Grade 1
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Senechal, Monique; Pagan, Stephanie; Lever, Rosemary; Ouellette, Gene P. – Early Education and Development, 2008
Books can be a rich source of learning for children and adults alike. In the present study, the contribution of shared reading and parent literacy to a variety of child outcomes was tested. Child outcomes included measures of expressive vocabulary, morphological and syntax comprehension, and narrative ability (story grammar, cohesion, and language…
Descriptors: Story Grammar, Syntax, Parent Background, Personal Narratives
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O'Leary, Maureen Ellen – Teaching English in the Two-Year College, 2007
As a professor of English at Diablo Valley College in northern California where she teaches a variety of writing and literature courses, the author finds her students' essays so often lack not only shape and drama, but the ring of emotional truth as well. Their "life" stories are lifeless and their "true" stories sound somehow…
Descriptors: Personal Narratives, Writing Instruction, Autobiographies, Story Grammar
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Saddler, Bruce; Asaro, Kristie – Learning Disability Quarterly, 2007
In this study, supplemental writing instruction in planning and revising was used to improve the stories written by young writers with learning disabilities (LD) and poor writing skills. Six second-grade students practiced a strategy for planning and writing stories using the Self-Regulated Strategy Development (SRSD) approach and then revised…
Descriptors: Story Grammar, Learning Disabilities, Writing Skills, Writing Instruction
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