Access the full text.
Sign up today, get DeepDyve free for 14 days.
W. Kintsch, T. van Dijk (1978)
Toward a model of text comprehensionPsychological Review, 85
P. Thorndyke (1977)
Cognitive structures in comprehension and memory of narrative discourseCognitive Psychology, 9
D. Hayes (1988)
Speaking and writing: Distinct patterns of word choiceJournal of Memory and Language, 27
G. Rickheit, H. Strohner, J. Müsseler, D. Nattkemper (1987)
Recalling oral and written discourse.Journal of Educational Psychology, 79
D. Christie, G. Schumacher (1975)
Developmental Trends in the Abstraction and Recall of Relevant versus Irrelevant Thematic Information from Connected Verbal Materials.Child Development, 46
J. McConaugh (1980)
Using story structure in classroomLanguage Arts, 57
J. Sorrell (1991)
Effects of Writing/Speaking on Comprehension of Information for Informed ConsentWestern Journal of Nursing Research, 13
D. Bekerian, J. Dennett (1990)
Spoken and written recall of visual narrativesApplied Cognitive Psychology, 4
R. Lesser (1990)
Superior oral to written spelling : evidence for separate buffers ?Cognitive Neuropsychology, 7
W. Kintsch, T. Dijk (1978)
Toward a model of text comprehension and production.Psychological Review, 85
Ann Brown, S. Smiley (1978)
The development of strategies for studying texts.Child Development, 49
This paper discusses the ability of children in third (about 8-years-old) and fifth (about 10-years-old) grade to produce spoken and written summaries. Two main measurement types were distinguished: micropropositional analysis and story grammar analysis. In micropropositional analysis, the results showed significant differences between both summary conditions (spoken/written); while the spoken condition provided the use of inferences and macrorules, the written condition increased the literal recall (‘copy-delete’). In contrast, in the story grammar analysis, the findings showed that both the structural organization and the type of propositions recall were very similar in both types of summaries. Finally, our results showed that the older children appeared to have some qualitative advantage in the use of the story schema; and the effects of the summary type seemed to be less significant.
Reading and Writing – Springer Journals
Published: Sep 29, 2004
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.