An analysis of story comprehension through spoken and written summaries in school-age children

An analysis of story comprehension through spoken and written summaries in school-age children 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

An analysis of story comprehension through spoken and written summaries in school-age children

Loading next page...
 
/lp/springer_journal/an-analysis-of-story-comprehension-through-spoken-and-written-dZB4KHIUqh
Publisher
Kluwer Academic Publishers
Copyright
Copyright © 1997 by Kluwer Academic Publishers
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1023/A:1007932429184
Publisher site
See Article on Publisher Site

Abstract

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.

Journal

Reading and WritingSpringer Journals

Published: Sep 29, 2004

References

  • Spoken and written recall of visual narratives
    Bekerian, D.A.; Dennett, J.L.

You’re reading a free preview. Subscribe to read the entire article.


DeepDyve is your
personal research library

It’s your single place to instantly
discover and read the research
that matters to you.

Enjoy affordable access to
over 12 million articles from more than
10,000 peer-reviewed journals.

All for just $49/month

Explore the DeepDyve Library

Unlimited reading

Read as many articles as you need. Full articles with original layout, charts and figures. Read online, from anywhere.

Stay up to date

Keep up with your field with Personalized Recommendations and Follow Journals to get automatic updates.

Organize your research

It’s easy to organize your research with our built-in tools.

Your journals are on DeepDyve

Read from thousands of the leading scholarly journals from SpringerNature, Elsevier, Wiley-Blackwell, Oxford University Press and more.

All the latest content is available, no embargo periods.

See the journals in your area

DeepDyve Freelancer

DeepDyve Pro

Price
FREE
$49/month

$360/year
Save searches from Google Scholar, PubMed
Create lists to organize your research
Export lists, citations
Read DeepDyve articles
Abstract access only
Unlimited access to over
18 million full-text articles
Print
20 pages/month
PDF Discount
20% off