The use of questions to scaffold narrative coherence and cohesion
Author
dc.contributor.author
Mora Silva, Macarena
Author
dc.contributor.author
Cain, Kate
Admission date
dc.date.accessioned
2019-10-15T12:23:38Z
Available date
dc.date.available
2019-10-15T12:23:38Z
Publication date
dc.date.issued
2019
Cita de ítem
dc.identifier.citation
Journal of Research in Reading, Volumen 42, Issue 1, 2019, Pages 1-17
Identifier
dc.identifier.issn
14679817
Identifier
dc.identifier.issn
01410423
Identifier
dc.identifier.other
10.1111/1467-9817.12129
Identifier
dc.identifier.uri
https://repositorio.uchile.cl/handle/2250/171584
Abstract
dc.description.abstract
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.