ERIC Number: ED450408
Record Type: Non-Journal
Publication Date: 2000-Dec
Reference Count: N/A
Enhancing Comprehension of Parables: Putting Children through Their P.A.C.E.S.
Smith King, Nita J.; Harrison, Helen M.
Increasing multiculturalism and globalization have resulted in new literacies in Australia and other Western countries. "Reading between the lines" is a critical skill that children need to develop as they grapple with stories and information from other socio-cultural settings. The parable is an excellent conventional literary device for facilitating this skill because it contains a richness of implicit information within the text and an implicit overall message. This experimental study focussed on five conditions proposed to enhance learning: [p]ersonal meaning, [a]ction, [c]ollaboration, [e]mpowerment, and [s]elf-affirmation (p.a.c.e.s.). Four homogeneous primary groups (n=20) were compared for comprehension of a generic parable. There was a control group. The s. group had one condition of learning implemented. The s.a.c. group had three conditions implemented and the p.a.c.e.s. group had all five conditions implemented. It was expected there would be an increase in the comprehension of both the implicit content of the parable and its underlying message as a function of the increase in the number of conditions. Individual analyses of Tasks 3 & 4 (re: the overall meaning) indicated no significant effect. However, there was a significant difference between groups' performances on each of the tasks. Developmental factors are suggested to explain the differences. The complete picture will not be available until Task 1 and Task 2 are analyzed and all results integrated. Contains 20 references and 4 tables of data. (Author/RS)
Descriptors: Cultural Differences, Folk Culture, Foreign Countries, Literary Devices, Primary Education, Reading Comprehension, Reading Research, Reading Skills
For full text: http://www.aare.edu.au/00pap/smi00364.htm.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Australia