ABSTRACT
ABSTRACT The present study investigated if Dialogic Reading for Comprehension can help children improve their retelling skills. Earlier studies suggest that Dialogic Reading promotes the inclusion of psychological story elements, but has little effect on the organization of plot sequences. Dialogic Reading for Comprehension is a development of Dialogic Reading aimed at comprehension. It uses scaffolding based on (a) structure of story events and (b), the meaning of story events (narrative functions). A single subject design was used across participants for two of the children and an adapted alternating treatment design for the other two, with follow-up. Four children participated in four conditions: baseline, Dialogic Reading for Comprehension with scaffolding about narrative functions, Dialogic Reading for Comprehension with scaffolding about narrative events, and Dialogic Reading for Comprehension, a combination of both. At the baseline, the children were not including the minimum elements to create a coherent storyline and this skill was established with the intervention. Plot sequence and organization improved the most in the combined condition. Narrative enrichment was not affected. Thus, it is discussed that Dialogic Reading for Comprehension can help children organize plot sequence and coherence. The superiority of the combined condition may reflect an underlying interdependence between the psychological and action-related components of narratives.
Subject(s)
Humans , Male , Female , Child, Preschool , Child , Reading , Narration , Comprehension/physiology , Language DevelopmentABSTRACT
Resumen El análisis conceptual es un eje metodológico de la investigación científica. Aunque un concepto a menudo sufre cambios como parte de una teoría, el análisis de su operación lógica original es condición previa para comprender estos cambios y evaluar su utilidad. Se analizó el funcionamiento lógico del concepto de comprensión, con fundamento en técnicas de la Filosofía del Lenguaje Ordinario. Son características lógicas importantes del concepto: (1) comprender es un verbo de logro (2) puede haber diferentes grados de logro (3) es un concepto polimórfico y (4) es un concepto disposicional. Son discutidas implicaciones metodológicas y teóricas de este análisis, ejemplificadas con una propuesta para el análisis de la comprensión de textos narrativos.
Abstract Conceptual analysis is a methodological axis of scientific research. Although a concept often undergoes changes as part of a theory, analysis of its original logical functioning is a precondition for understanding those changes and evaluating their usefulness. We analyzed the logical functioning of the concept of comprehension, based on techniques of Ordinary Language Philosophy. We present as central logical characteristics of the concept: (1) to understand/comprehend is an accomplishment verb (2) there can be different degrees of accomplishment (3) it is a polymorphous concept and (4) it is a dispositional concept. We discuss methodological and theoretical implications of this analysis and illustrate them with a proposal for evaluating narrative comprehension.
RESUMO A análise conceitual é um eixo metodológico da pesquisa científica. Embora um conceito muitas vezes sofra mudanças como parte de uma teoria, a análise de seu funcionamento lógico original é uma pré-condição para compreender essas mudanças e avaliar sua utilidade. Analisamos o funcionamento lógico do conceito de compreensão, baseado em técnicas da Filosofia da Linguagem Ordinária. São características lógicas centrais do conceito: (1) compreender é um verbo de realização (2) pode haver diferentes graus de compreensão e (3) é um conceito polimórfico e (4) é um conceito disposicional. Discutimos as implicações metodológicas e teóricas desta análise e a ilustramos com uma proposta de avaliação da compreensão de narrativas.