5 Years-Old narrative skills in a “pretend reading story” situation

Authors

  • María Dolores Plana
  • Ana María Borzone
  • María Elena Benítez

Keywords:

language development, repeated readings, low-income children, pedagogic programs

Abstract

This study aimed to explore the development of narrative skills of low and middle socio-economic Level (SEL) 5-years-old children. At the beginning of the school year, the children were asked to select a story book and “read” it. Low SEL children did not respond to the task, so its performance was analyzed after an intensive instruction program that included a daily situation of story reading. The analysis of the narratives that children produced allows us to identified differences between groups. Middle SEL children narrated the story or “pretended to read” using linguistic resources characteristic of fictional stories. On their part, the stories of low SEL children, even after the program, presented an oral stile and their topics were related to scripts and personal experiences.

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Author Biographies

María Dolores Plana

Doctora en Ciencias del Lenguaje. Centro Interdisciplinario de Investigaciones en Psicología, Matemáticas y Experimental - Consejo Nacional de Investigaciones Científicas y Técnicas (CIIPME-CONICET)

Ana María Borzone

Doctora en Filosofía y Letras. Centro Interdisciplinario de Investigaciones en Psicología, Matemáticas y Experimental - Consejo Nacional de Investigaciones Científicas y Técnicas (CIIPME-CONICET)

María Elena Benítez

Licenciada en Ciencias de la Educación. Centro Interdisciplinario de Investigaciones en Psicología, Matemáticas y Experimental - Consejo Nacional de Investigaciones Científicas y Técnicas (CIIPME-CONICET)

Published

11/27/2019

How to Cite

Plana, M. D., Borzone, A. M., & Benítez, M. E. (2019). 5 Years-Old narrative skills in a “pretend reading story” situation. Revista De Psicología, 8(15), 97–117. Retrieved from https://e-revistas.uca.edu.ar/index.php/RPSI/article/view/2444

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Section

Articles