Abstract
ABSTRACT Purpose Narrative writing interventions have mostly focused on text structure. This study examined the effect of practicing mentalization skills on narratives’ macrostructure, microstructure, and Mental State Terms (MSTs) compared with a text structure-based intervention and controls. Method Ninety 3rd graders, divided into three groups of 30 students, participated in a 19-session program. The Text structure (TS) group focused on basic story elements. The Text Structure and Mentalization (TS+M) group practiced mentalization skills interwoven into text structure instruction. Both groups practiced planning and self- and peer-monitoring skills. Controls studied text structure according to the standard curriculum. Results While the TS group outperformed controls on almost all macrostructure and microstructure measures, the TS+M group outperformed the other groups on all macrostructure, microstructure, and MST measures as well as Mentalization skills outside the narrative. Conclusion Adding mentalizing skills practice to narrative writing instruction can improve several aspects of narrative composition.
Published Version
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