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Song picture books and narrative com...

Porter-Reamer, Sheila Veronica.

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Song picture books and narrative comprehension.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Song picture books and narrative comprehension./
作者:	Porter-Reamer, Sheila Veronica.
面頁冊數:	172 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-09, Section: A, page: 3292.
Contained By:	Dissertation Abstracts International67-09A.
標題:	Education, Early Childhood. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3233865
ISBN:	9780542875632

Song picture books and narrative comprehension.
Porter-Reamer, Sheila Veronica.

Song picture books and narrative comprehension. - 172 p.

Source: Dissertation Abstracts International, Volume: 67-09, Section: A, page: 3292.

Thesis (Ph.D.)--University of Southern California, 2006.

What effects do the rhythm and melody of a song have on the memory and comprehension of song lyrics? How does the structure of the text in lyric form influence memory and narrative comprehension? These questions were examined in an experimental study investigating the genre of the song picture book. The purpose of the study was to examine children's success in narrative comprehension as they encountered song picture books in comparison to children who encountered only picture books.

ISBN: 9780542875632Subjects--Topical Terms:

1017530
Education, Early Childhood.

Song picture books and narrative comprehension.
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100 1 $a Porter-Reamer, Sheila Veronica. $3 1922410
245 1 0 $a Song picture books and narrative comprehension.
300 $a 172 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-09, Section: A, page: 3292.
500 $a Adviser: David Yaden.
502 $a Thesis (Ph.D.)--University of Southern California, 2006.
520 $a What effects do the rhythm and melody of a song have on the memory and comprehension of song lyrics? How does the structure of the text in lyric form influence memory and narrative comprehension? These questions were examined in an experimental study investigating the genre of the song picture book. The purpose of the study was to examine children's success in narrative comprehension as they encountered song picture books in comparison to children who encountered only picture books.
520 $a Ten preschool children, age three to five from a private preschool, served as the sample population. Varying levels of knowledge of print concepts characterized the children's abilities. Due to attrition during the course of the study, the picture book group developed into one characterized by higher levels of print concept knowledge than the song picture book group.
520 $a A review of research, though limited, revealed findings from experimental studies in which songs/music had a distracting effect on learning. Descriptive studies and the practices of early childhood educators however described positive effects from song experiences though many were limited to reading accuracy, phonemic skills, and vocabulary. Findings from the present study, using the Narrative Comprehension Task (NC Task), showed no significant difference in narrative comprehension between children who experienced the song picture books and those who experienced the picture book. Exploratory data analysis and content analysis demonstrated unique experiences that occurred with the song picture book including attention to print and emergent readings characterized by verbatim recall and focus on meaning.
520 $a While narrative comprehension showed no statistically significant difference between groups, educational significance was found. The song picture book, for the children of the present study, was discovered to be a text that facilitated the transition from reliance on memory to attention to print during literacy development while also impacting comprehension for young children growing in their knowledge of print concepts.
590 $a School code: 0208.
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Education, Music. $3 1017808
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710 2 0 $a University of Southern California. $3 700129
773 0 $t Dissertation Abstracts International $g 67-09A.
790 1 0 $a Yaden, David, $e advisor
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791 $a Ph.D.
792 $a 2006
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