Oral narratives, dialogical intervention and reading comprehension: A study of 5-to-8 years old French children.
Edy Veneziano
(1)
,
Laetitia Albert
(2)
,
Andrée Boisclair
(3)
,
Marie Pierre Baron
(3)
,
Chantal Caracci-Simon
(2)
,
Juliette Elie-Deschamps
(4)
,
Emilie Hebert
(3)
,
Christian Hudelot
(5)
,
Marie-Thérèse Le Normand
(6)
,
Helène Makdissi
(3)
,
Marie-Hélène Plumet
(1)
,
Serge Poncin
(2)
,
Nathalie Salagnac
(7)
1
UPD5 -
Université Paris Descartes - Paris 5
2 MoDyCo - Modèles, Dynamiques, Corpus
3 ULaval - Université Laval [Québec]
4 CLLE-ERSS - Cognition, Langues, Langage, Ergonomie
5 BCL, équipe Linguistique de l’énonciation
6 LPNCog / UMR 8189 - Laboratoire de Psychologie et Neurosciences Cognitives
7 LIDILEM - LInguistique et DIdactique des Langues Étrangères et Maternelles
2 MoDyCo - Modèles, Dynamiques, Corpus
3 ULaval - Université Laval [Québec]
4 CLLE-ERSS - Cognition, Langues, Langage, Ergonomie
5 BCL, équipe Linguistique de l’énonciation
6 LPNCog / UMR 8189 - Laboratoire de Psychologie et Neurosciences Cognitives
7 LIDILEM - LInguistique et DIdactique des Langues Étrangères et Maternelles
Edy Veneziano
- Fonction : Auteur
- PersonId : 1165519
- IdHAL : edy-veneziano
- ORCID : 0000-0001-5973-6467
- IdRef : 055272894
Juliette Elie-Deschamps
- Fonction : Auteur
- PersonId : 949608
- IdHAL : julietteelie-deschamps
Christian Hudelot
- Fonction : Auteur
- PersonId : 8039
- IdHAL : christian-hudelot
- IdRef : 035145218
Marie-Thérèse Le Normand
- Fonction : Auteur
- PersonId : 756761
- ORCID : 0000-0002-6952-5150
Nathalie Salagnac
- Fonction : Auteur
- PersonId : 17919
- IdHAL : nathalie-salagnac
- ORCID : 0000-0001-7162-7968
- IdRef : 079500382
Résumé
The acquisition of narrative skills is a developmental process that spans several years. Although children as young as 4-5 years can produce descriptive narratives, they have difficulties to produce coherent and causally-motivated plots. Previous studies have shown that from 6-7 years on, children produce more coherently structured and mind-oriented narratives after participating in conversations that solicit children's attention on the reasons of the events of the story. We believe that promoting narrative skills is not only an important achievement in itself but also a useful approach for improving children's reading comprehension, more useful then concentrating on lower level units of written text like phonological awareness or letters. The aim of this study is to present the progression of children's oral narratives in the construction of a story from a set of pictures and in the recall of a story read by the experimenter, and how such a progression relates to measures of emergent reading and writing skills and to two theory of mind tasks. To this effect, 100 children between the ages of 5 to 8 (25 children per age group) participated in the different phases of the study. Preliminary results show that the dialogical intervention procedure promotes in some children more structured and evaluative narratives, a progression that correlates with children's emergent reading and writing measures. These results confirm the importance of the conversational intervention procedure for improving narratives and its usefulness as an evaluative tool for understanding the relation between oral narratives and reading comprehension.
Domaines
LinguistiqueFormat du dépôt | Notice |
---|---|
Type de dépôt | Communication dans un congrès |
Titre |
en
Oral narratives, dialogical intervention and reading comprehension: A study of 5-to-8 years old French children.
|
Résumé |
en
The acquisition of narrative skills is a developmental process that spans several years. Although children as young as 4-5 years can produce descriptive narratives, they have difficulties to produce coherent and causally-motivated plots. Previous studies have shown that from 6-7 years on, children produce more coherently structured and mind-oriented narratives after participating in conversations that solicit children's attention on the reasons of the events of the story. We believe that promoting narrative skills is not only an important achievement in itself but also a useful approach for improving children's reading comprehension, more useful then concentrating on lower level units of written text like phonological awareness or letters. The aim of this study is to present the progression of children's oral narratives in the construction of a story from a set of pictures and in the recall of a story read by the experimenter, and how such a progression relates to measures of emergent reading and writing skills and to two theory of mind tasks. To this effect, 100 children between the ages of 5 to 8 (25 children per age group) participated in the different phases of the study. Preliminary results show that the dialogical intervention procedure promotes in some children more structured and evaluative narratives, a progression that correlates with children's emergent reading and writing measures. These results confirm the importance of the conversational intervention procedure for improving narratives and its usefulness as an evaluative tool for understanding the relation between oral narratives and reading comprehension.
|
Auteur(s) |
Edy Veneziano
1
, Laetitia Albert
2
, Andrée Boisclair
3
, Marie Pierre Baron
3
, Chantal Caracci-Simon
2
, Juliette Elie-Deschamps
4
, Emilie Hebert
3
, Christian Hudelot
5
, Marie-Thérèse Le Normand
6
, Helène Makdissi
3
, Marie-Hélène Plumet
1
, Serge Poncin
2
, Nathalie Salagnac
7
1
UPD5 -
Université Paris Descartes - Paris 5
( 301664 )
- 12, rue de l'École de Médecine - 75270 Paris cedex 06
- France
2
MoDyCo -
Modèles, Dynamiques, Corpus
( 1057 )
- Université Paris Nanterre Bâtiment A - Bureau 402 A 200, avenue de la République 92001 Nanterre Cedex
- France
3
ULaval -
Université Laval [Québec]
( 93488 )
- 2325, rue de l'Université Québec G1V 0A6
- Canada
4
CLLE-ERSS -
Cognition, Langues, Langage, Ergonomie
( 24497 )
- Maison de La Recherche 5 Allées Antonio Machado 31058 TOULOUSE CEDEX 9
- France
5
BCL, équipe Linguistique de l’énonciation
( 452548 )
- Laboratoire BCL - UMR 7320 - CNRS - Université de Nice,
Campus Saint-Jean d'Angély 3 / MSHS-SE,
24 avenue des Diables bleus, 06357 Nice Cedex 4
- France
6
LPNCog / UMR 8189 -
Laboratoire de Psychologie et Neurosciences Cognitives
( 34041 )
- 71 avenue Edouard Vaillant 92774 Boulogne-Billancourt Cedex Paris
- France
7
LIDILEM -
LInguistique et DIdactique des Langues Étrangères et Maternelles
( 26828 )
- Bâtiment Stendhal - CS40700 - 38058 Grenoble cedex 9
- France
|
Vulgarisation |
Non
|
Comité de lecture |
Oui
|
Actes |
Non
|
Invité |
Non
|
Langue du document |
Anglais
|
Audience |
Non spécifiée
|
Titre du congrès |
IASCL 2011, International Conference on the Study of Child Language
|
Date début congrès |
2011
|
Ville |
Montreal
|
Pays |
Canada
|
Domaine(s) |
|
Financement |
|
Mots-clés |
en
oral narratives, causal explanations, dialogical intervention, reading comprehension, 5-8 years old French children., 5-8 years old French children
|
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