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ERIC Number: ED262383
Record Type: Non-Journal
Publication Date: 1985-Sep
Pages: 59
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Means to an End: Strategies in Childhood Directive Comprehension. Technical Report No. 341.
Liebling, Cheryl Rappaport
Sixty children, 20 from each of grades 1, 3, and 5 served as subjects in a study that examined how elementary school age children realize the intent of directives embedded within written and picture book narratives. Directives were defined as the range of language forms used to direct actions (imperative statement, need/want statement, permission request, explicit question, nonexplicit question, and hint). The children read the written stories and listened to the picture book stories prior to answering questions concerning pragmatic relations expressed in the texts. The findings indicated that alternative directive processing strategies evolved as the children gained experience in varying language choice in different social settings. These strategies--reciprocity, reflexivity, and reasoning--reflected a gradual shift in the children's thinking from reliance on situational context to consideration of the relationship of form, function, and context in comprehension. A reasoning processing strategy emerged as the children developed a cognitive model of pragmatic relations in conversation. (Author/HOD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.