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This study investigated Korean and U.S. preschoolers’ personal and fictional narratives, their classroom book environments, and their teachers’ attitudes about reading aloud. The participants were 70 Korean and American 3- and 4-year-olds enrolled in 2 university lab preschools and their 4 teachers. The structures and content of the preschoolers’ personal and fictional narratives were analyzed. The teachers’ attitudes and practices about their language and literacy curriculum, including books provided in the classroom and selected for reading aloud, were examined for associations with preschoolers’ narrative productions. Research Findings: The content of preschoolers’ personal narratives and the structural levels of their fictional narratives differed between the 2 Korean and 2 U.S. classrooms. The classroom book environments in the Korean and U.S. classrooms also differed, with more fictional books displayed in the 2 U.S. classrooms than in the 2 Korean classrooms. The 2 Korean and 2 U.S. preschool teachers also held different attitudes about the use of fiction and nonfiction for read-aloud story sessions, and U.S. teachers allocated more time in their school day for reading aloud than did Korean teachers. Practice or Policy: U.S. preschoolers may profit from a greater balance between fiction and nonfiction books in the classroom. Korean children might benefit from more exposure to fiction and fantasy along with more practice in creating fictional narratives. 相似文献
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《Early education and development》2008,19(1):27-44
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 complexity) for book stories as well as personal stories. A total of 106 English-speaking 4-year-old children and their parents participated. As predicted, shared reading accounted for unique variance in children's expressive vocabulary and morphological knowledge after controlling for child nonverbal intelligence, parent education, and parent literacy (i.e., book exposure). Although shared reading predicted syntax comprehension, the effect was mediated by parents' own level of literacy. Contrary to expectation, shared reading was not correlated with any of the narrative measures. Interestingly, the narrative measures for telling stories from a book and telling a personal story were not related to each other and were differentially related to the other child measures, suggesting that book and personal stories may represent different genres requiring different skills. 相似文献
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Gwendolyn M. Lloyd 《Educational Studies in Mathematics》2006,63(1):57-87
This report describes four preservice secondary teachers' fictional accounts about mathematics classrooms. The narrative structures and meanings of the preservice teachers' stories, written while the preservice teachers were enrolled in a secondary methods course, were examined with the goal of gaining insight into the preservice teachers' emerging identities as mathematics teachers. Although past research has examined experienced teachers' stories, little research, if any, has focused on stories written by preservice mathematics teachers or on intentionally fictional stories about mathematics classrooms. This report uses methods of narrative analysis to develop understandings about preservice teachers' storied identities and specifies areas for further investigation into the role of narrative in mathematics teacher education. 相似文献
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In 2 studies, we address young children's understanding of the origin and representational relations of imagination, a fictional mental state, and contrast this with their understanding of knowledge, an epistemic mental state. In the first study, 54 3- and 4-year-old children received 2 tasks to assess their understanding of origins, and 4 stories to assess their understanding of representational relations. Children of both ages understood that, whereas perception is necessary for knowledge, it is irrelevant for imagination. Results for children's understanding of representational relations revealed intriguing developmental differences. Although children understood that knowledge represents reality more truthfully than imagination, 3-year-olds often claimed that imagination reflected reality. The second study provided additional evidence that younger 3-year-olds judge that imaginary representations truthfully reflect reality. We propose that children's responses indicate an early understanding of the distinction between mental states and the world, but also a confusion regarding the extent to which mental contents represent the physical world. 相似文献
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Dick Cate 《English in Education》1971,5(3):45-50
What concerns me here are the qualities which fictional narrative shares with that inner and outer storytelling that plays a major role in our sleeping and waking lives. For we dream in narrative, remember, anticipate, hope, despair, believe, doubt, plan, revise, criticize, construct, gossip, learn, hate, and love by narrative. In order really to live, we make up stories about ourselves and others, about the personal as well as the social past and future. Barbara Hardy, 'Towards a Poetics of Fiction' 相似文献
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Jie Yu 《International journal of qualitative studies in education》2013,26(5):682-699
In this paper, I will tell two of my personal stories to try to explore the secret or opaque space between the original telling and retelling of stories in narrative inquiry. Based upon my difficult struggles with the two stories of tea, school, and narrative, I suggest that narrative inquiry has to be a complex loop of relationship, reflexivity, responsibility, and recursion. 相似文献
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Story composition,mental state language and self‐regulated strategy instruction for writers with autism spectrum conditions 
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下载免费PDF全文 Vasiliki Mourgkasi Sofia Mavropoulou 《Journal of Research in Special Educational Needs》2018,18(1):36-49
In this single‐subject study, we evaluated the effects of an intervention using a modified version of the Self‐Regulated Strategy Development (SRSD) approach on the story composition skills and the use of mental state language in three writers with autism spectrum conditions (ASC). Interestingly, the intervention was not found to be effective in increasing the number of words, sentences and advanced words for all participants, while only two participants used more story elements and improved the holistic quality of their compositions. Nevertheless, all participants used more mental state terms, spent more time for story planning, transferred their new skills to different writing tasks and maintained them 4 weeks post‐intervention. These findings demonstrate the effectiveness of the extended version of the SRSD approach on the use of mental state language in the writings of children with ASC. 相似文献
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Gary A. Troia Allen G. Harbaugh Rebecca K. Shankland Kimberly A. Wolbers Ann M. Lawrence 《Reading and writing》2013,26(1):17-44
A convenience sample of 618 children and adolescents in grades 4 through 10, excluding grade 8, were asked to complete a writing motivation and activity scale and to provide a timed narrative writing sample to permit an examination of the relationships between writing motivation, writing activity, writing performance, and the student characteristics of grade, sex, and teacher judgment of writing ability. Female students and older students wrote qualitatively better fictional stories, as did students with higher levels of writing ability based on teacher judgment. With respect to writing activity, more frequent writing in and out of school was reported by girls, better writers, and younger students. In a path analysis, grade and sex directly influenced writing activity, while sex, teacher judgment of writing ability, and writing activity directly influenced some aspects of writing motivation. Overall, teacher judgment of writing ability, grade level, and motivational beliefs each exerted a significant direct positive influence on narrative quality, whereas performance goals exerted a significant direct negative impact on quality. 相似文献
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Plousia Misailidi Despina Papoudi Andreas Brouzos 《Early education and development》2013,24(8):1161-1174
The study focuses on the mental state language kindergarten teachers use when narrating picture stories. The aims were to examine (a) individual differences in the frequency with which kindergarten teachers use mental state terms, (b) the types of mental state terms (e.g., emotion, desire, belief terms) teachers use most frequently, and (c) the effect that the content of the story to be narrated has on teachers’ use of mental state language. A total of 38 kindergarten teachers took part in the study. Participants were asked to narrate a familiar picture story and six short illustrated stories that fell into one of two categories: behavioral or mentalistic. Behavioral stories emphasized the story characters’ actions, whereas mentalistic stories emphasized the story characters’ mental states. Research Findings: The results showed a significant variation in kindergarten teachers’ use of mental state terms. Moreover, teachers used significantly more cognitive state terms than terms expressing other mental states (e.g., emotions and desires). The content of the picture story (behavioral, mentalistic) was not found to have an effect on teachers’ use of mental state language. Practice or Policy: Implications of these findings for educators are discussed. 相似文献
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Candice Satchwell 《Literacy》2019,53(2):77-85
How an author communicates with a reader is a central consideration in the critical examination of any text. When considering the communication of ideas from young people whose voices are seldom heard, the journey from author to audience has particular significance. The construction of children and young people as ‘authors’ is important, especially for those with learning difficulties or who struggle to comply with the current emphasis on spelling, punctuation and grammar. This article relates to a UK Research Council‐funded 3‐year collaborative research project involving the co‐creation of fictional stories with young people with disabilities to represent aspects of their lives. Drawing on frameworks from narratology, I analyse the co‐creation of one of the stories and present an interpretation and elaboration of the discourse structure of narrative fiction to illustrate the complexities of the relationship between the multifaceted ‘author’ and community ‘reader’ of these stories. The combination of qualitative research and fictional prose has particular characteristics and implications for the dissemination and communication of research findings. An extension of feminist critique of Barthes' claim for the death of the author provides new insights for engaging children in writing with their own voice. 相似文献
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教育叙事研究:本质、特征与方法 总被引：7，自引：0，他引：7
教育叙事研究是研究者通过描述个体教育生活,搜集和讲述个体教育故事,在解构和重构教育叙事材料过程中对个体行为和经验建构获得解释性理解的一种活动。教育叙事研究具有自己独特的研究思路和行动方式,主要特征表现为聚焦于个体经验,用年代学方法表述个体经验,搜集故事,重新讲述故事,编码并确定主题,描述情境与背景,与参与者全程合作。教育叙事研究的基本步骤包括确定所探究教育现象之中的研究问题,选择研究个体,从个体那里搜集故事建构现场文本,编码并重新讲述个体的故事,按照主题或类属解释个体的经验故事,撰写研究文本,确认与评估研究。教育叙事研究的每一个环节都有自己独特的操作过程、方法与技术。 相似文献
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The aim of the present study is to examine the influence of diglossia on linguistic and narrative structures in Arab kindergarten children by testing performance in production and comprehension. The 30 children who participated in our study were asked to retell one narrative text that was read aloud to them in Literary Arabic and another narrative text that was retold to them in Spoken Arabic. Then they were given a comprehension test that included questions pertaining to each of the two stories. In addition, two questionnaires were filled in by their parents, for collecting personal data and evaluating the level of the children’s exposure to Literary Arabic at home. The findings show a significant advantage in the retold spoken text over the retold literary text and in understanding the narrative-discourse. In addition, the findings show that the linguistic gap between Literary and Spoken Arabic seems to impact the level of mastery over linguistic structures in both forms of Arabic. Both of these findings indicate that, despite the fact that the exposure to Literary Arabic at a young age is informal and indirect, pre-school children are able to use linguistic structures from the literary language and to comprehend narrative texts. These results, with a particular emphasis on spoken and literary linguistic knowledge in pre-school children, are discussed herein in light of previous behavioral findings and models of development of narrative abilities in the Arabic language. 相似文献
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《Scientific Studies of Reading》2013,17(3):271-300
We propose that reading stories, such as a narrative about a character who takes money from a store where his best friend works and who later learns that his best friend has been fired, stimulates readers to activate the knowledge of how the character feels when he finds out that his best friend has been fired from a job for something he did. In other words, we propose that readers infer fictional character's emotional states. In this article, we first review two series of laboratory experiments (Gernsbacher, Goldsmith, & Robertson, 1992; Gernsbacher & Robertson, 1992) that empirically tested this hypothesis by measuring participants' reading times to target sentences that contained emotion words that matched (e.g., guilt) or mismatched (e.g., pride) the implied emotional state. We then present a third series of laboratory experiments that tested how automatically such knowledge is activated by using a divided- attention task (tone-identification, per-sentence memory load, or cumulative memory load) and by comparing target-sentence reading time when the emotional state is explicitly mentioned versus only implicit. 相似文献
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We draw on data collected by two researchers in two projects, one with an experienced and one with a novice teacher. We highlight connections between the teachers’ personal narratives and their professional practice. We describe educational settings and instructional practices that enabled the two teachers to recognise fragile stories in their personal and professional lives. As participant observers, through interviews and in an exchange of narrative accounts, we helped the teachers strengthen their fragile stories and witnessed a process of change in which the teachers structured their lives in such ways that safeguarded authenticity and congruency with important personal issues. 相似文献
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Presenting research well with regard to persons with disabilities is as important as conducting research well. Disembodied, technical writing does not accurately represent the dramas of athletes, fans, and people who are trying to exist in damaged or violated bodies. Our stories are left incomplete if we omit the metaphoric and symbolic codes we use in narrating our subjective and personal realities. We invite kinesiology scholars to present the fragmented stories that abound in sport and physical activity through narrative research: realist tales, autoethnographies, poetry, fictional representations, and ethnodrama. We present examples and explanations of a variety of narratives that attempt to draw the reader into the subjective experience of others. They conclude that professionals in the sub-disciplines can learn lessons from disabilities researchers. They also posit that narratives provide avenues for multiple realities to be shared, people who would most likely never read social or behavioral research in kinesiology can be introduced to other ways of being in the world, and students who are interested in sport and physical activity can become better professionals. 相似文献
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Liliana B. Zecker 《Reading and writing》1996,8(1):5-25
This investigation explored the emergent knowledge of genre-specific characteristics of twenty kindergartners and twenty first graders, who were invited to compose three types of genre stories, personal letters, and shopping lists at three different times during the school year. Both groups responded to the request to write different types of genre by applying a variety of writing forms. At both grade levels, stories and personal letters were associated with more conventional writing systems than the list. Shopping lists were more consistently associated with less-conventional writing systems within children's repertoires of writing forms. Genre characteristics are suspected to have determined, at least partially, those patterns of association. The children's readings of their own compositions provided substantial information about their developing knowledge of communicative function and form. It was the list and not the narrative that was the best-known genre among children in both groups. Intermediary compositional forms for the story and the personal letter were composed by children at both grade levels as the school year progressed. The findings highlight the flexible nature of young writers' emergent composing process and the importance of genre as an influential factor on that process. It also highlights the limitations of assessing the young authors' knowledge of written language solely on the basis of their written products. Results of the study also raise questions about the preconceived notion of the primacy of the narrative genre over other types of genre during the early years and the implicit notion guiding many writing curricula that graphic aspects of writing should precede compositional undertakings. 相似文献
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Learning to Learn From Stories: Children's Developing Sensitivity to the Causal Structure of Fictional Worlds 下载免费PDF全文
下载免费PDF全文 Fiction presents a unique challenge to the developing child, in that children must learn when to generalize information from stories to the real world. This study examines how children acquire causal knowledge from storybooks, and whether children are sensitive to how closely the fictional world resembles reality. Preschoolers (N = 108) listened to stories in which a novel causal relation was embedded within realistic or fantastical contexts. Results indicate that by at least 3 years of age, children are sensitive to the underlying causal structure of the story: Children are more likely to generalize content if the fictional world is similar to reality. Additionally, children become better able at discriminating between realistic and fantastical story contexts between 3 and 5 years of age. 相似文献