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Chapter 2. Storybooks to promote emergent literacy in kindergarten classrooms

  • Hélène Makdissi , Andrée Boisclair , Pauline Sirois , Marie-Pierre Baron and Claudia E. Sanchez Arce
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Narrative, Literacy and Other Skills
This chapter is in the book Narrative, Literacy and Other Skills

Abstract

Reading comprehension refers to the ability to construct a global representation of the macrostructure of a text and to establish links between its different components. To achieve this, however, the reader must also manage the microstructure of the text, in particular, processing the written code in such a way as to identify the written words, while making inferences to construct their meaning. Based on this perspective, this chapter presents data coming from two pedagogical contexts whose aim was to promote emergent literacy in kindergarten. Results show that children made significant progress in their processing of the written code, measured through their level of representation of the alphabetic system, an emergent writing task and a reading test. Progress in narrative structuring remained however more modest.

Abstract

Reading comprehension refers to the ability to construct a global representation of the macrostructure of a text and to establish links between its different components. To achieve this, however, the reader must also manage the microstructure of the text, in particular, processing the written code in such a way as to identify the written words, while making inferences to construct their meaning. Based on this perspective, this chapter presents data coming from two pedagogical contexts whose aim was to promote emergent literacy in kindergarten. Results show that children made significant progress in their processing of the written code, measured through their level of representation of the alphabetic system, an emergent writing task and a reading test. Progress in narrative structuring remained however more modest.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgements ix
  4. List of contributors xi
  5. About the authors xv
  6. Introduction to narrative, literacy and other skills 1
  7. Part I. The importance of oral narratives for literacy, language and socio-cognitive skills
  8. Chapter 1. The developing language foundation for reading comprehension 21
  9. Chapter 2. Storybooks to promote emergent literacy in kindergarten classrooms 43
  10. Chapter 3. Do children’s oral retellings of narrative and informational texts predict scores on a standardized reading comprehension test? 69
  11. Chapter 4. Does emotional narrative context influence retention of newly learned words? 91
  12. Chapter 5. Enhancing mental state language and emotion understanding of toddlers’ social cognition 109
  13. Chapter 6. The effects of bookreading with and without mental state themes on preschoolers’ theory of mind 129
  14. Chapter 7. Using narrative thinking in argumentative writing 151
  15. Part II. Promoting narrative skills
  16. Chapter 8. New frontiers in facilitating narrative skills in children and adolescents 173
  17. Chapter 9. Precursors of narrative abilities 201
  18. Chapter 10. Enriching parent-child discourse during book sharing 223
  19. Chapter 11. Investigating the effectiveness of the Our Story App to increase children’s narrative skills 245
  20. Chapter 12. Using a storytelling/story-acting practice to promote narrative and other decontextualized language skills in disadvantaged children 263
  21. Chapter 13. Promoting narratives through a short conversational intervention in typically-developing and high-functioning children with ASD 285
  22. Subject index 313
https://doi.org/10.1075/sin.25.03mak

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgements ix
  4. List of contributors xi
  5. About the authors xv
  6. Introduction to narrative, literacy and other skills 1
  7. Part I. The importance of oral narratives for literacy, language and socio-cognitive skills
  8. Chapter 1. The developing language foundation for reading comprehension 21
  9. Chapter 2. Storybooks to promote emergent literacy in kindergarten classrooms 43
  10. Chapter 3. Do children’s oral retellings of narrative and informational texts predict scores on a standardized reading comprehension test? 69
  11. Chapter 4. Does emotional narrative context influence retention of newly learned words? 91
  12. Chapter 5. Enhancing mental state language and emotion understanding of toddlers’ social cognition 109
  13. Chapter 6. The effects of bookreading with and without mental state themes on preschoolers’ theory of mind 129
  14. Chapter 7. Using narrative thinking in argumentative writing 151
  15. Part II. Promoting narrative skills
  16. Chapter 8. New frontiers in facilitating narrative skills in children and adolescents 173
  17. Chapter 9. Precursors of narrative abilities 201
  18. Chapter 10. Enriching parent-child discourse during book sharing 223
  19. Chapter 11. Investigating the effectiveness of the Our Story App to increase children’s narrative skills 245
  20. Chapter 12. Using a storytelling/story-acting practice to promote narrative and other decontextualized language skills in disadvantaged children 263
  21. Chapter 13. Promoting narratives through a short conversational intervention in typically-developing and high-functioning children with ASD 285
  22. Subject index 313
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