Comprehension of stories after dialogic reading with questions based on narrative thematic dimensions
Keywords:
Shared reading, Verbal behavior, Text comprehension, Behavior AnalysisAbstract
We investigated the effects of dialogic reading ”“ reading aloud interspersed with questions and feedback based on narrative thematic dimensions (functions) ”“ on the comprehension of brother Grimm’s tales. Twenty-two tales were read individually to three children (aged 8, 8 and 13 years), in a baseline condition (Straight reading) and intervention (Dialogic reading), using multiple baseline design across participants. Comprehension was assessed through percentage of story events and narrative functions verbalized during retelling tasks. Correspondence between tales and retelling was higher under the Dialogic Reading condition, especially for narrative functions. The role of questions, differential reinforcement and text are discussed.
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References
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Parents´ interaction with their first-grade children during
storybook reading and relations with subsequent home
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importance of story events. Journal of Memory and Language,
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Effects of shared-reading intervention on the inclusion of
evaluative devices in narratives of children from low-income
families. Journal of Applied Developmental Psychology,
24(1), 1-15.
Parents´ interaction with their first-grade children during
storybook reading and relations with subsequent home
reading activity and reading achievement. Journal of School
Psyhcology, 39(5), 415-438.
Barnes, E. M., Dickinson, D. K. & Grifenhagen, J. F. (2016). The
role of teachers´ comments during book reading in children´s
vocabulary growth. The Journal of Educational Research, 1-13.
Barthes, R. (2009). Introdução à análise estrutural da narrativa. Em
R. Barthes e cols. (Eds.). Análise Estrutural da Narrativa (6ª
ed.). (M. B. Pinto, Trad.), pp. 19-62. São Paulo: Vozes (Obra
original publicada em 1966).
Brabham, E. G. & Lynch-Brown, C. (2002). Effects of teacher´s
reading-aloud styles on vocabulary aquisition and
comprehension in the early elementary grades. Journal of
Educational Psychology, 94(3), 465-473.
Duursma, E., Augustyn, M & Zuckerman, B. (2010). Reading aloud
to children: the evidence. Archives of Disease in Childhood,
93(7), 554-557.
Flores, E. P. Pires, L. F. & Souza, C. B. A. (2014). Dialogic reading
of a novel for children: effects on text comprehension. Paidéia,
24(58), 243-251.
Fontes, M. J. O., & Cardoso-Martins, C. (2004). Efeitos da leitura
de histórias no desenvolvimento da linguagem de crianças de
nível sócio-econômico baixo. Psicologia: Reflexão e Crítica,
17(1), 83-94.
Gazella, J. & Stockman, I. J. (2003). Children’s story retelling
under different modality and task conditions: implications
for standardizing language sampling procedures. American
Journal of Speech-Language Pathology, 12, 61-72.
Goldman, S. R., Varma, K. O., Sharp, D., & the Cognition
and Technology Group at Vanderbilt (1999). Children’s
understanding of complex stories: Issues of representation
and assessment. In S.R. Goldman, A.C. Graesser, & P Van
den Broek (Eds.), Narrative comprehension, causality, and
coherence: Essays in honor of Tom Trabasso (pp. 135”“158).
Mahwah, NJ: Erlbaum.
Gonzalez, J. E., Pollard-Durodola, S., Simmons, D. C., Taylor, A.
B., Davis, M. J., Fogarty, M. & Simmons, L. (2014). Enhancing
preschool children´s vocabulary: Effects of teacher talk before,
during and after shared reading. Early Childhood Research
Quarterly, 29(2), 214-226.
Harcourt, D. & Conroy, H. (2005). Informed assent: Ethics and
processes when researching with young children. Early Child
Development and Care,175(6), 567-577.
Iversen, I. H. (2013). Single-case research methods: an overview.
Em Madden, G. J., Dube, W. V., Hackenberg, T. D., Hanley, G.
P. & Lattal, K. A. (Orgs.). APA Handbook of Behavior Analysis:
Methods and principles (pp. 3-32). American Psychological
Association. Washington, DC: US.
Justice, L. M.; Meier, J. & Walpole, S. (2005). Learning new words
from storybooks: n efficacy study with at-risk kindergartners.
Language, Speech and Hearing Services at School, 36, 17-32.
Kindle, K. J. (2011). Same book, different experience: a comparison
of shared reading in preschool classrooms. Journal of
Language and Literacy, 7(1), 13-34.
Lever, R., & Sénéchal, M. (2011). Discussing stories: how a dialogic
reading intervention improves kindergartners’ oral narrative
construction. Journal of Experimental Child Psychology,
108(1), 1-24.
Mira, W. A. & Schwanenflugel, P. J. (2013). The impact of reading
expressiveness on the listening comprehension of storybooks
by prekindergarten children. Language, Speech and Hearing
Services at School, 44, 183-194.
Pearson, P. D. (2009). The roots of reading comprehension
instruction. Em Israel, S. E. & Duffy, G. G. (Eds.). Handbook
of Research on Reading Comprehension (pp. 3-31). London:
Routledge.
Propp, V. I. (2001). Morfologia do conto maravilhoso (Obra original
publicada em 1928). Brasília: Copymarket
Reese, E. & Cox, A. (1999). Quality of adult book reading affects
children’s emergent literacy. Developmental Psychology,
35(1), 20-28.
Skinner, B. F. (1957). Verbal Behavior. Englewood Cliffs, New
Jersey: Prentice Hall.
Touchette, P. E. & Howard, J. S. (1984). Errorless learning:
reinforcement contingencies and stimulus control transfer in
delayed prompting. Journal of Applied Behavior Analysis,
17(2), 175-188.
Trabasso, T. & Sperry, L. L. (1985). Causal relatedness and
importance of story events. Journal of Memory and Language,
24, 595-611.
Vally, Z. (2012). Dialogic reading and child language growth:
combating developmental risk in South Africa. South African
Journal of Psychology, 42(4), 617-627.
Whitehurst, G. J. Falco, F. L., Lonigan, C. J., Fischel, J. E.,
DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M.
(1988). Accelerating language development through picture
book reading. Developmental Pyschology, 24(4), 552-559.
Zauche, L. H., Thul, T. A., Mahoney, A. E. D., & Stapel-Wax, J. L.
(2016). Influence of language nutrition on children’s language
and cognitive development: An integrated review. Early
Childhood Research Quarterly, 36, 318-333.
Zevenbergen, A. A., Whitehurst, G. J., & Zevenbergen, J. A. (2003).
Effects of shared-reading intervention on the inclusion of
evaluative devices in narratives of children from low-income
families. Journal of Applied Developmental Psychology,
24(1), 1-15.
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Published
2017-05-23
How to Cite
Medeiros, F. H., & Flores, E. P. (2017). Comprehension of stories after dialogic reading with questions based on narrative thematic dimensions. Psicologia: Teoria E Pesquisa, 32(5). Retrieved from https://periodicos.unb.br/index.php/revistaptp/article/view/19386
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Estudos Empíricos
