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ERIC Number: EJ1234276
Record Type: Journal
Publication Date: 2019
Pages: 23
Abstractor: As Provided
ISSN: ISSN-1350-293X
Impact of Interactive Reading Intervention on Narratives Skills on Children with Low Socio-Economic Background
Thomas, Nathalie; Colin, Cécile; Leybaert, Jacqueline
European Early Childhood Education Research Journal, v27 n6 p837-859 2019
Narrative skills are highly predictive of linguistic development as well as future school performances. Yet, children with low socio-economic status (SES) background present specific difficulties for these skills. Interactive reading sessions could have beneficial effects on narrative capacities. We analyze the effects of an IR intervention program on the narratives of children from a low SES, on macrostructural and microstructural parameters. Thirty IR sessions were proposed to 172 children. A control group (N = 87) benefited of the usual activities of class. Narrative skills were measured with the Edmonton Narrative Norms Instrument (ENNI) and productions were transcribed via CHILDES. The results did not highlight a significant difference between groups concerning the macrostructural parameters. However microstructural parameters improved significantly in the experimental group as regards lexical, discursive and sentence components.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium