Understanding the Landscapes of Stories: The Association between Preschoolers' Narrative Comprehension and Production Skills and Cognitive Abilities

Autor/in	Curenton, Stephanie M.
Titel	Understanding the Landscapes of Stories: The Association between Preschoolers' Narrative Comprehension and Production Skills and Cognitive Abilities
Quelle	In: Early Child Development and Care, 181 (2011) 6, S.791-808 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
Schlagwörter	African Americans; Whites; Comprehension; Story Telling; Picture Books; Cognitive Ability; Low Income; Preschool Children; Age Differences; Intention; Ethnicity; Prediction; Narration + Suchen Sie Ihr Suchwort? Afroamerikaner; White; Weißer; Verstehen; Verständnis; Picture book; Bilderbuch; Denkfähigkeit; Niedriglohn; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Age; Difference; Age difference; Altersunterschied; Ethnizität; Vorhersage
Abstract	Seventy-two African-American and European American low-income preschoolers attending Head Start and community childcare centres were asked to create an oral story using a wordless picture book, then told an oral story using the same book and asked follow-up comprehension questions. Children's performance was better on questions addressing the character's actions versus his motives/intentions. Five-year-olds outperformed three-year-olds, and African-Americans outperformed European Americans on questions about the character's motives/intentions. After controlling for children's age and ethnicity, the only narrative skill that predicted cognitive abilities was narrative quality: children who created narratives that included the character's motives/intentions had higher cognitive skills. (Contains 1 figure, 5 tables, and 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10