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    Rights statement: The final, definitive version of this article has been published in the Journal, Early Childhood Research Quarterly 29 (2), 2014, © ELSEVIER.

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Early narrative skills in Chilean preschool: questions scaffold the production of coherent narratives

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Early narrative skills in Chilean preschool: questions scaffold the production of coherent narratives. / Silva, Macarena; Strasser, Katherine; Cain, Kate.
In: Early Childhood Research Quarterly, Vol. 29, No. 2, 2014, p. 205-213.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

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Silva M, Strasser K, Cain K. Early narrative skills in Chilean preschool: questions scaffold the production of coherent narratives. Early Childhood Research Quarterly. 2014;29(2):205-213. doi: 10.1016/j.ecresq.2014.02.002

Author

Silva, Macarena ; Strasser, Katherine ; Cain, Kate. / Early narrative skills in Chilean preschool : questions scaffold the production of coherent narratives. In: Early Childhood Research Quarterly. 2014 ; Vol. 29, No. 2. pp. 205-213.

Bibtex

@article{9c2e05b654f5455690680b7449dce13e,
title = "Early narrative skills in Chilean preschool: questions scaffold the production of coherent narratives",
abstract = "This study examined whether or not question answering aided the construction of coherent narratives in pre-readers. Sixty Chilean preschoolers completed two tasks using a wordless picture-book: 30 children answered questions about the story and then produced a narrative using the book; 30 children completed the tasks in reverse order. Elements of coherence were assessed in both tasks, namely problem, resolution, and mental-states. The findings indicate that questions can scaffold the production of more coherent narratives. Narratives elicited after questions were judged to be more coherent than those produced before the question–answering task. In contrast, there were no differences between scores for the question answers in the different order conditions. The results are discussed regarding the interactional role of questions and the facilitative effect they have on focusing attention to the narrative task.",
keywords = "Narrative, Preschoolers, Questions, Scaffolding",
author = "Macarena Silva and Katherine Strasser and Kate Cain",
note = "The final, definitive version of this article has been published in the Journal, Early Childhood Research Quarterly 29 (2), 2014, {\textcopyright} ELSEVIER.",
year = "2014",
doi = "10.1016/j.ecresq.2014.02.002",
language = "English",
volume = "29",
pages = "205--213",
journal = "Early Childhood Research Quarterly",
publisher = "Elsevier Limited",
number = "2",

}

RIS

TY - JOUR

T1 - Early narrative skills in Chilean preschool

T2 - questions scaffold the production of coherent narratives

AU - Silva, Macarena

AU - Strasser, Katherine

AU - Cain, Kate

N1 - The final, definitive version of this article has been published in the Journal, Early Childhood Research Quarterly 29 (2), 2014, © ELSEVIER.

PY - 2014

Y1 - 2014

N2 - This study examined whether or not question answering aided the construction of coherent narratives in pre-readers. Sixty Chilean preschoolers completed two tasks using a wordless picture-book: 30 children answered questions about the story and then produced a narrative using the book; 30 children completed the tasks in reverse order. Elements of coherence were assessed in both tasks, namely problem, resolution, and mental-states. The findings indicate that questions can scaffold the production of more coherent narratives. Narratives elicited after questions were judged to be more coherent than those produced before the question–answering task. In contrast, there were no differences between scores for the question answers in the different order conditions. The results are discussed regarding the interactional role of questions and the facilitative effect they have on focusing attention to the narrative task.

AB - This study examined whether or not question answering aided the construction of coherent narratives in pre-readers. Sixty Chilean preschoolers completed two tasks using a wordless picture-book: 30 children answered questions about the story and then produced a narrative using the book; 30 children completed the tasks in reverse order. Elements of coherence were assessed in both tasks, namely problem, resolution, and mental-states. The findings indicate that questions can scaffold the production of more coherent narratives. Narratives elicited after questions were judged to be more coherent than those produced before the question–answering task. In contrast, there were no differences between scores for the question answers in the different order conditions. The results are discussed regarding the interactional role of questions and the facilitative effect they have on focusing attention to the narrative task.

KW - Narrative

KW - Preschoolers

KW - Questions

KW - Scaffolding

U2 - 10.1016/j.ecresq.2014.02.002

DO - 10.1016/j.ecresq.2014.02.002

M3 - Journal article

VL - 29

SP - 205

EP - 213

JO - Early Childhood Research Quarterly

JF - Early Childhood Research Quarterly

IS - 2

ER -