Story Retelling Research Articles

그래픽 조직자와 아이패드 애플리케이션을 활용한 이야기 다시 말하기 전략이 읽기장애 학생의 읽기이해 성취도에 미치는 효과

그래픽 조직자와 아이패드 애플리케이션을 활용한 이야기 다시 말하기 전략이 읽기장애 학생의 읽기이해 성취도에 미치는 효과

Mexican-American preschoolers as co-creators of zones of proximal development during retellings of culturally relevant stories: A participatory study

This study explores communication and retelling skills that are revealed after Mexican-American preschoolers engaged in culturally sensitive read alouds. Participants, highlighted in this article, included two four-year-old preschool children in a Spanish/English dual language classroom. The children selected culturally relevant texts and engaged in story retellings with their respective parent. The findings indicate that children co-constructed Zones of Proximal Development (ZPDs) in response to their parents' caring moves. Participants responded as cared-fors and carers as evident in their use of memorization skills and attention to detail to appropriate vocabulary and effectively retell a story. Additionally, preschoolers extended their ZPDs through imagination and inferencing by inserting events into the narrative and reading between the lines to expand and enrich the original stories. These findings have implications for reframing the way in which educators capitalize on young children's communication skills.

Sosialisasi Konservasi Penyu Laut Berbasis Edukasi di SMPN 1 Desa Keude Panga Kecamatan Panga Kabupaten Aceh Jaya Provinsi Aceh

According to observation and interview that undertaken in Panga District Aceh Jaya Regency that there are 3 species of sea turtle with coastal line is 9.3. km. The third of such sea turtle including Olive ridley sea turtle(Lepidochelys olivacea), hawkbill sea turtle (Eremochelys imbricate), leatherback sea turtle (Dermochelys coriacea). The target of community that involved in socialization of sea turtle are student of junior high school. Earlier education to young generation regarding the important of sea turtle conservation educated-based is the effort for keeping sea turtle in natural with undertook the socialization to young generation in order to grow a caring and loving to sea turtle sustainablity. Coastal community still undertook to hunting sea turtle’s eggs for trading in the traditional market dan restaurants. It is caused by lack of understanding and awareness regarding sea turtle that threaten scarce. In this activity, the researcher will undertake persuasive approaach and solutive in changing a mindset of young generation gradually that inhabit in near nesting site. In this activity including suvey activity prior to socialization that near the nesting site, socialization activity in the SMPN 1 Panga that selected as target school in the socialization of Sea Turtle Conservation, conducting the retelling story games, and conducting hatchlings release programme to the sea with community elements.

Can Reading Personalized Storybooks to Children Increase Their Prosocial Behavior?

This study examined whether the nominal personalization of a storybook about sharing impacted preschool-aged children’s perceived similarity with the main character or their likelihood of comprehending the moral lesson and applying it to their own behavior. Children were read either a personalized story about sharing, a non-personalized story about sharing, or a control story not about sharing. Perceived similarity with the main character was measured by participants’ self-references produced during a story retelling task, comprehension was measured through retelling and open-ended questions, and participants’ prosocial behavior was measured with a sticker sharing task both prior to and following the story reading. The amount of spontaneous speech produced by the participant during the storybook reading was also measured to gauge whether children’s engagement with and understanding of the story was affected by storybook type. Results showed that nominally personalized books did not encourage greater comprehension or more sharing behavior than the other two types of books, though both stories with a sharing moral did elicit more detailed retellings than the control story. These results suggest that books with nominal personalization do not necessarily help children understand the moral of a story and apply it to their own lives. Limitations to these findings and avenues for future research on the degree and type of personalization that may be effective for promoting prosocial behaviors in preschoolers are discussed.

WRITTEN RETELLING VS ORAL RETELLING: AN EVALUATION STRATEGY IN AN ESL CLASSROOM

Written and oral retellings of stories appear to have potential for skill development inside English as a Second Language (ESL) classroom. However, while they appear to have potential for skill development they have not been widely tested (Morrow, 1986), There are some evidences written and oral retellings as an instructional strategy enhance the development of various literacy skills (Golden 1984, and Whaley, 1981). Although there is support for the use of retellings as a strategy to enhance learner's literacy development, Morrow (1985) stated that the use of oral and written retellings was not widely practiced in schools since teachers viewed retellings as time consuming and difficult (Morrow, 1985).This mini research compares written and oral retellings and would like to prove that the skill of retelling aside from contributing to student’s skill development is an effective instrument in measuring comprehension, thus enhances both oral and written skills of students. This research illustrates though oral and written retellings are different, it also shows how similar they are. 

Unpacking the post-Haiyan disaster resettlement narratives of young Filipino women informal settlers in Tacloban City, Philippines.

Post-disaster resettlement narratives encapsulate the complex mobile-spatial processes that are embedded in a post-disaster context. The existing literature on disaster relocation and resettlement accords primacy to the logistical, practical, structural, and physical dimensions of residential transitioning. Building on this knowledge, this study conducted a spatial narrative inquiry to generate a link to mobile-spatial realities interspersed in diverse temporal trajectories. It did so by tracking the embodied rhythms of people and objects evoked through the retelling of post-disaster resettlement stories by 12 young Filipino women informal settlers. The key findings are organised in three spatial narratives: 'house near the sea'; 'there at the bunkhouse'; and 'here in Ridgeview'. These narratives are anchored in the overarching dimensions that underpin Filipino informal settlers' experiences of (not) moving in and out of disaster resettlement areas. Lastly, the findings are explained in the light of the theoretical, empirical, and practical implications of disaster resettlement specific to informal settlers.

Penggunaan Model Pembelajaran Paired Storytelling untuk Meningkatkan Keterampilan Menceritakan Kembali pada Peserta Didik Kelas II Sekolah Dasar

<em>The purpose of the research is to increase story retelling skill through Paired Stoytelling model in the second grade student of SD Negeri Soropadan. The research was conducted by using Classroom Action Research in three cycles. Each cycle consisted of four steps; plannnig, implementing, observing, and reflecting. The techniques for collecting data were interview, observation, test, and documentation. The techniques for analyse data were comparative, descriptive, and critical analysis. The results of pre test showed that the average classical students’s story retelling skill reached only 54,44 and reached 18,5% classical completeness. In the first cycle, the average value of classical story retelling skill was 62,31 and reached 44,4% classical completeness. In the second cycle, the average value of classical retelling skill was 69,21 on and the classical completeness was 66,7%. In the third cycle, the average value of classical story retelling skill was 73,21 and the classical completeness reached 82,1%. The conclusion based on the results above was the implementation of Paired Storytelling model can increase story retelling skills in the second grade student of SD Negeri Soropadan on the academic year of 2019/2020.</em>

«Историческая библиотека» Диодора: опыт рационализации мифа

The interpretation of the classical text in this paper is based on the phenomenological approach, taking into account the most significant aspects of the phenomenon: whether Diodorus Siculus’ text is mythological and whether it can be used as a source of information about antique mythology. The article focuses on the rationalization of the historical process and on the desacralization of mythological images by Diodorus. He treats traditional stories and images pragmatically, choosing the most spectacular and credible ones and making active use of logical explanations. Narratives of gods turn into local conflicts and are often given an ethical assessment. Ontological necessity in history is replaced by the free expression of will. The concept of time cyclicity in a myth is replaced by linear understanding of history, with the transition from mythological time to historical time. Diodorus refuses to take the magical approach to describing the world, characteristic of mythological narratives, and turns the mythological text into an allegorical story. The story gains meaning through the glorification of personalities, with the preservation of mythological hyperbolization and an emphasis on the characters’ individual prowess. In this way, the myth turns into an instrument of didactics for the generations to come. The idea of fate is preserved at the level of retelling of mythological stories, presented by Diodorus as unreliable or instructive parables. The only remaining traditional issues are the myth’s basic etiological questions, in which Diodorus differs from his contemporaries, but which are interpreted in a rational way. Diodorus’ concept has a distinct personalist component and is based on empirical evidence. He no longer exists within the myth, but neither does he perform its theoretical analysis. The author believes that The Historical Library of Diodorus Siculus should be seen as an indicator of the state of culture in the era oflate antiquity

The Relationship between Executive Functions and Language Production in 5-6-Year-Old Children: Insights from Working Memory and Storytelling.

This study examined the relationship between working memory capacity and narrative abilities in 5–6-year-old children. 269 children were assessed on their visual and verbal working memory and performed in a story retelling and a story creation (based on a single picture and on a series of pictures) tasks. The stories were evaluated on their macrostructure and microstructure. The results revealed a significant relationship between both components (verbal and visual) of working memory and the global indicators of a story’s macrostructure—such as semantic completeness, semantic adequacy, programming and narrative structure—and with the indicators of a story’s microstructure, such as grammatical accuracy and number of syntagmas. Yet, this relationship was systematically stronger for verbal working memory, as compared to visual working memory, suggesting that a well-developed verbal working memory leads to lexically and grammatically more accurate language production in preschool children.

Representing Perpetrators

Representing Perpetrators

Young children's narrative retell in response to static and animated stories.

BackgroundThe format of narrative prompts used within language assessment has remained relatively constant; however, the use of animated video prompts deserves exploration given the increase in access to technology.AimsTo investigate the effect of story presentation format (static picture book versus animated video) on preschool children's narrative retells. It was hypothesized that children would produce more advanced narrative language elements in response to an animated video than a book.Methods & ProceduresA total of 73 children between the ages of 3 and 5 years completed two narrative retells. One of these retells was in response to a 3‐min animated video presented on a computer; the other retell was in response to static pictures presented in a book format. Children's stories were then transcribed and coded for linguistic and narrative elements.Outcomes & ResultsPaired sample t‐tests revealed that children produced significantly longer stories, greater syntactic complexity and lexical variety, and more action verbs when retelling an animated story compared with a book. Furthermore, a post‐hoc analysis revealed that examiners provided significantly fewer prompts when eliciting the retell with animation.Conclusions & ImplicationsTypically developing children demonstrated higher quantity and quality of language within a story retell in response to an animated video than after viewing images from the video presented in a static picture book. Although the extent to which these findings may be similar for children with language disorder has yet to be determined, researchers or clinicians should consider the effect of elicitation procedures on children's retells.

Representations of natural environments, recurring characters and ways of living with the land in children’s retellings of First Nations oral narratives

We report on an analysis of the ways that children in five elementary school classrooms engaged with oral narrative patterns that they experienced through their participation in a First Nations cultural education program. Our analysis focuses on the use of a pattern of “measured descriptive elaboration”, that we argue functions to create vivid and memorable representations of local natural environments and of recurring characters in the stories. This form of narrative patterning is described and situated in relation to research from Indigenous scholars and allied researchers who have discussed the role of relational epistemologies in how we understand our experience of the natural world. A verse analysis of oral stories told by a cultural educator and of the students’ retellings of these stories suggests that children echoed many of these patterns of measured descriptive elaboration in their story retellings. A close analysis of two retellings displays how these patterns were being used by children to share memorable lessons with a listener, and how these patterns could support personalized experiences of natural environments. We conclude with a discussion of ways this research could applied in developing educational spaces that provide children with experiences of multiple and diverse narrative resources.

Story retelling and verbal working memory in people with aphasia

Story retelling and verbal working memory in people with aphasia

MYRON KORDUBA AS A POPULARIZER OF HISTORICAL KNOWLEDGE (BUKOVINA PERIOD)

Abstract. The purpose of the study is to generalize multifaceted popular science works of M. Korduba in the diversity of its thematic manifestations and taking into account the peculiarities of the Bukovina period scientist’s work. The methodology of the study is based on the tradition of historiographic work combining the principles (ones of historicism and objectivity) and methods (general and specific historical ones) of scientific work. The scientific novelty of the article is an attempt to comprehensively reconstruct the work of Korduba-populariser in the early twentieth century. Conclusions . According to the design of M. Korduba, his popular works created among the broad circles of the Ukrainian community a sense of community, national awareness and dignity, taught to know and love their past, called to honour heroes and plan for a common future. The works of the Korduba-populariser are marked by respect for its reader, manifested in the refusal from popular retelling of mythological stories as the most «suitable» for the peasant community. Having been responsible, the scientist deliberately broadcast to the readers a purely scientific knowledge of the past, however complicated it might have been. In addition, the historian spoke to his readers in a language they understood, while at the same time not indulging in an instructive tone and vulgar didacticism. All this made his popular science studios extremely popular among the general public, as evidenced by their considerable circulation and approving professional reception.

How Responsiveness From a Communication Partner Affects Story Retell in Aphasia: Quantitative and Qualitative Findings.

Purpose Because people with aphasia (PWA) frequently interact with partners who are unresponsive to their communicative attempts, we investigated how partner responsiveness affects quantitative measures of spoken language and subjective reactions during story retell. Method A quantitative study and a qualitative study were conducted. In Study 1, participants with aphasia and controls retold short stories to a communication partner who indicated interest through supportive backchannel responses (responsive) and another who indicated disinterest through unsupportive backchannel responses (unresponsive). Story retell accuracy, delivery speed, and ratings of psychological stress were measured and compared. In Study 2, participants completed semistructured interviews about their story retell experience, which were recorded, transcribed, and coded using qualitative analysis software. Results Quantitative results revealed increased psychological stress and decreased delivery speed across all participant groups during the unresponsive partner condition. Effects on delivery speed were more consistent for controls than participants with aphasia. Qualitative results revealed that participants with aphasia were more attuned to unresponsive partner behaviors than controls and reported stronger and more frequent emotional reactions. Partner responsiveness also affected how PWA perceived and coped with the communication experience. Conclusions Combined quantitative and qualitative findings suggest that, while unresponsive communication partners may not have robust effects on spoken language, they elicit strong emotional reactions from PWA and affect their communication experience. These findings support the need for communication partner training and suggest that training PWA on emotion regulation or relaxation techniques may help assuage their anxiety during socially challenging everyday communication and increase social participation. Supplemental Material https://doi.org/10.23641/asha.11368028.

Digital Story Retelling – Evaluation of a Story-reading Workshop Promoting Open-mindedness in the Community

ABSTRACTPurpose: Digital storytelling (DST), broadly speaking, is a storytelling method that is interwoven with digital media. It is commonly used in educational settings or human services to support various sorts of social advocacy. While many of these DST practices have devised methods to engage marginalized groups to express their voices, they lack parallel initiatives to enable audiences to understand those voices. This study examined a story-retelling workshop model called StoryAd, which utilizes productions from DST activities to facilitate face-to-face contact. The workshop itself is also a lite version of DST activity. Method: A pilot study was conducted in Hong Kong in 2019. Participants enrolled online, met offline, and their advertisement ideas might go online and contribute back to the stories. The workshop model was evaluated using a one-group pretest-posttest design. The participants were 45 Hong Kong Chinese, aged 18-60. Results: Participants’ critical thinking disposition, self-esteem, perspective-taking, and curiosity toward new information increased, while their need for cognitive-closure decreased. Discussion and Conclusion: This study has proved the feasibility and acceptability of the workshop model. It also opens the discussion about extending DST pedagogy to engage and influence story-readers.

The Influence of Time Delay and Serial Position on Story Retelling Abilities in the Elderly with Subjective Memory Impairments

The Influence of Time Delay and Serial Position on Story Retelling Abilities in the Elderly with Subjective Memory Impairments

The Relation between Mental Verbs Utilization and Child Pragmatic Language Checklist Scores in a Story Retelling Task: 6 to 9 Aged Children

The Relation between Mental Verbs Utilization and Child Pragmatic Language Checklist Scores in a Story Retelling Task: 6 to 9 Aged Children

Narrative of vicarious experience in broadcast news: A linguistic ethnographic approach to semiotic mediations in the newsroom

Drawing on linguistic ethnography, narrative analysis and membership categorization analysis, this paper investigates the media practitioners' relationship with vicarious experiences throughout the making of a television news story. From the selection of the topic in the morning editorial meetings to the joint construction of the final report by a journalist and a cutter, the paper explores how others' experiences are mediated by various semiotic means. On the one hand, it investigates how others' experiences circulate through a news-making production process, which impacts on their mediatization. On the other hand, it analyses how the media practitioners' relationship with others' experiences relates to different modes of mediation: talk and text mediations as well as footage mediation. By doing so, the paper shifts from a point of view that focuses on the narrative of vicarious experience as the retelling of other people's stories to a perspective that looks at the narrative of vicarious experience as the multimodal and embodied practice of recounting others' experiences from verbal depictions, embodiments and technological captures of what happened and what was lived.

Assessment of Concussion in Collegiate Athletes Using Story Retell

Is story retell a useful tool for identifying concussion-induced cognitive communication changes in collegiate athletes following concussion?