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    Rights statement: This is the peer reviewed version of the following article: Silva, M., and Cain, K. (2017) The use of questions to scaffold narrative coherence and cohesion. Journal of Research in Reading, 42 (1) doi: 10.1111/1467-9817.12129. which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1111/1467-9817.12129 This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.

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The use of questions to scaffold narrative coherence and cohesion

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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The use of questions to scaffold narrative coherence and cohesion. / Silva, Macarena; Cain, Kate.
In: Journal of Research in Reading, Vol. 42, No. 1, 02.2019, p. 1-17.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Silva, M & Cain, K 2019, 'The use of questions to scaffold narrative coherence and cohesion', Journal of Research in Reading, vol. 42, no. 1, pp. 1-17. https://doi.org/10.1111/1467-9817.12129

APA

Silva, M., & Cain, K. (2019). The use of questions to scaffold narrative coherence and cohesion. Journal of Research in Reading, 42(1), 1-17. https://doi.org/10.1111/1467-9817.12129

Vancouver

Silva M, Cain K. The use of questions to scaffold narrative coherence and cohesion. Journal of Research in Reading. 2019 Feb;42(1):1-17. Epub 2017 Oct 11. doi: 10.1111/1467-9817.12129

Author

Silva, Macarena ; Cain, Kate. / The use of questions to scaffold narrative coherence and cohesion. In: Journal of Research in Reading. 2019 ; Vol. 42, No. 1. pp. 1-17.

Bibtex

@article{dac5788e82d54b0a88bc092017b6787d,
title = "The use of questions to scaffold narrative coherence and cohesion",
abstract = "We examined the quality of 4- to 6-year-olds{\textquoteright} production of narratives from picture sequences. Children (N = 81) first viewed a narrative picture sequence and then completed the narrative production task in each of two orders: either before or after answering a set of questions about the core elements of the story. Narratives elicited after questions were more coherent than those produced before the questions. In contrast, task order did not influence the cohesion of narratives nor the accuracy of responses to questions. An independent measure of memory was related to the gains in narrative coherence after answering questions. The results are discussed in relation to the role of questions as a guide to the structural elements of a narrative and a scaffold for understanding. ",
author = "Macarena Silva and Kate Cain",
note = "This is the peer reviewed version of the following article: Silva, M., and Cain, K. (2017) The use of questions to scaffold narrative coherence and cohesion. Journal of Research in Reading, 42 (1) doi: 10.1111/1467-9817.12129. which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1111/1467-9817.12129 This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.",
year = "2019",
month = feb,
doi = "10.1111/1467-9817.12129",
language = "English",
volume = "42",
pages = "1--17",
journal = "Journal of Research in Reading",
issn = "0141-0423",
publisher = "John Wiley & Sons, Ltd (10.1111)",
number = "1",

}

RIS

TY - JOUR

T1 - The use of questions to scaffold narrative coherence and cohesion

AU - Silva, Macarena

AU - Cain, Kate

N1 - This is the peer reviewed version of the following article: Silva, M., and Cain, K. (2017) The use of questions to scaffold narrative coherence and cohesion. Journal of Research in Reading, 42 (1) doi: 10.1111/1467-9817.12129. which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1111/1467-9817.12129 This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.

PY - 2019/2

Y1 - 2019/2

N2 - We examined the quality of 4- to 6-year-olds’ production of narratives from picture sequences. Children (N = 81) first viewed a narrative picture sequence and then completed the narrative production task in each of two orders: either before or after answering a set of questions about the core elements of the story. Narratives elicited after questions were more coherent than those produced before the questions. In contrast, task order did not influence the cohesion of narratives nor the accuracy of responses to questions. An independent measure of memory was related to the gains in narrative coherence after answering questions. The results are discussed in relation to the role of questions as a guide to the structural elements of a narrative and a scaffold for understanding.

AB - We examined the quality of 4- to 6-year-olds’ production of narratives from picture sequences. Children (N = 81) first viewed a narrative picture sequence and then completed the narrative production task in each of two orders: either before or after answering a set of questions about the core elements of the story. Narratives elicited after questions were more coherent than those produced before the questions. In contrast, task order did not influence the cohesion of narratives nor the accuracy of responses to questions. An independent measure of memory was related to the gains in narrative coherence after answering questions. The results are discussed in relation to the role of questions as a guide to the structural elements of a narrative and a scaffold for understanding.

U2 - 10.1111/1467-9817.12129

DO - 10.1111/1467-9817.12129

M3 - Journal article

VL - 42

SP - 1

EP - 17

JO - Journal of Research in Reading

JF - Journal of Research in Reading

SN - 0141-0423

IS - 1

ER -