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An investigation into narrative comp...

McFadden, Teresa Anastasia Ukrainetz.

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An investigation into narrative composition: The effect of a pictographic strategy for children with language disorders.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	An investigation into narrative composition: The effect of a pictographic strategy for children with language disorders./
Author:	McFadden, Teresa Anastasia Ukrainetz.
Description:	301 p.
Notes:	Source: Dissertation Abstracts International, Volume: 56-10, Section: B, page: 5449.
Contained By:	Dissertation Abstracts International56-10B.
Subject:	Education, Special. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9603912

An investigation into narrative composition: The effect of a pictographic strategy for children with language disorders.
McFadden, Teresa Anastasia Ukrainetz.

An investigation into narrative composition: The effect of a pictographic strategy for children with language disorders. - 301 p.

Source: Dissertation Abstracts International, Volume: 56-10, Section: B, page: 5449.

Thesis (Ph.D.)--The University of Texas at Austin, 1995.

Narrative is important in both academic and daily life The complexity of narrative and the lack of literacy competence of many children with language disorders make intervention a challenging prospect. Six minority students (3 boys, 3 girls) with language disorders, 8;4 to 9;9 years of age, participated in an eight-week narrative intervention study. The intervention targeted the use of a new representational tool, pictography, in the planning stage of the composition process. Pictographic instruction took place within narrative activities dealing with idea generation, narrative quality, episodic structure, and revision. A multiple baseline design was used to examine acquisition of pictography and narrative performance in the small group intervention context and in a classroom generalization context. Four students learned the target form of chronological pictography while two showed less useful forms. All the students demonstrated pictography one month after the conclusion of the study. Narrative performance was considered in terms of length, episodic complexity, and overall quality. Only one of the six students improved in oral narrative performance in the small group setting as a function of the intervention. In the classroom setting, two students improved in association with the intervention. Written performance improved for only the two competent writers. Two of the three hypothesized benefits of pictography were manifested: the chronologically-organized pictography facilitated production of chronologically-organized narratives for students at low levels of episodic complexity; and the pictographic planning was used by all six students to guide their oral storytelling. None of the children engaged in independent critical composition at any point in the study, so the third expected benefit of pictography--for revision of textual content without the distraction of print--was not achieved. A comparison of pictography and writing for planning oral narratives from the single post-intervention sample showed clear advantages of pictography: longer and better quality narratives for the weaker writers and longer narratives for the stronger writers. An analysis of one weak writer's transcript showed a focus on the content of the narrative in the pictographic planning as compared to the focus on spelling in the written planning.Subjects--Topical Terms:

606639
Education, Special.

An investigation into narrative composition: The effect of a pictographic strategy for children with language disorders.
LDR:03291nam 2200277 a 45 001 934523
005 20110509
008 110509s1995 eng d
035 $a (UnM)AAI9603912
035 $a AAI9603912
040 $a UnM $c UnM
100 1 $a McFadden, Teresa Anastasia Ukrainetz. $3 1258223
245 1 0 $a An investigation into narrative composition: The effect of a pictographic strategy for children with language disorders.
300 $a 301 p.
500 $a Source: Dissertation Abstracts International, Volume: 56-10, Section: B, page: 5449.
500 $a Supervisor: Anne van Kleeck.
502 $a Thesis (Ph.D.)--The University of Texas at Austin, 1995.
520 $a Narrative is important in both academic and daily life The complexity of narrative and the lack of literacy competence of many children with language disorders make intervention a challenging prospect. Six minority students (3 boys, 3 girls) with language disorders, 8;4 to 9;9 years of age, participated in an eight-week narrative intervention study. The intervention targeted the use of a new representational tool, pictography, in the planning stage of the composition process. Pictographic instruction took place within narrative activities dealing with idea generation, narrative quality, episodic structure, and revision. A multiple baseline design was used to examine acquisition of pictography and narrative performance in the small group intervention context and in a classroom generalization context. Four students learned the target form of chronological pictography while two showed less useful forms. All the students demonstrated pictography one month after the conclusion of the study. Narrative performance was considered in terms of length, episodic complexity, and overall quality. Only one of the six students improved in oral narrative performance in the small group setting as a function of the intervention. In the classroom setting, two students improved in association with the intervention. Written performance improved for only the two competent writers. Two of the three hypothesized benefits of pictography were manifested: the chronologically-organized pictography facilitated production of chronologically-organized narratives for students at low levels of episodic complexity; and the pictographic planning was used by all six students to guide their oral storytelling. None of the children engaged in independent critical composition at any point in the study, so the third expected benefit of pictography--for revision of textual content without the distraction of print--was not achieved. A comparison of pictography and writing for planning oral narratives from the single post-intervention sample showed clear advantages of pictography: longer and better quality narratives for the weaker writers and longer narratives for the stronger writers. An analysis of one weak writer's transcript showed a focus on the content of the narrative in the pictographic planning as compared to the focus on spelling in the written planning.
590 $a School code: 0227.
650 4 $a Education, Special. $3 606639
650 4 $a Health Sciences, Speech Pathology. $3 1018105
650 4 $a Language, Linguistics. $3 1018079
690 $a 0290
690 $a 0460
690 $a 0529
710 2 0 $a The University of Texas at Austin. $3 718984
773 0 $t Dissertation Abstracts International $g 56-10B.
790 $a 0227
790 1 0 $a van Kleeck, Anne, $e advisor
791 $a Ph.D.
792 $a 1995
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9603912