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Narrative, literacy and other skills ; Narrative, literacy and other skills: Studies in intervention
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In: https://halshs.archives-ouvertes.fr/halshs-02132666 ; John Benjamins, Studies in Narrative series (Vol. 25), 2019, Narrative, Literacy and other skills: Studies in intervention, Michael Bamberg, ISBN 9789027202215 (paper); ISBN 9789027262912 (e-book) (2019)
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The evaluative component in children’s narratives: Comparison of two intervention procedures
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In: Narrative and Interaction: Promoting and assessing the development of language, literacy and socio-cognitive skills. ; https://halshs.archives-ouvertes.fr/halshs-01184005 ; Narrative and Interaction: Promoting and assessing the development of language, literacy and socio-cognitive skills., Jun 2015, Paris, France (2015)
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Promoting children's narrative skills through a short conversational intervention
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In: iascl2014 13 International Congress for the study of child Language ; https://halshs.archives-ouvertes.fr/halshs-01048751 ; iascl2014 13 International Congress for the study of child Language, Jul 2014, Amsterdam, Netherlands (2014)
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Promoting narrative and other language skills
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In: IASCL2014 13th International Congress for the Study of Child Language ; https://halshs.archives-ouvertes.fr/halshs-01048711 ; IASCL2014 13th International Congress for the Study of Child Language, Jul 2014, Amsterdam, Netherlands (2014)
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Interventions To Promote Narratives And Through Narratives.
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In: XVI European Conference on Developmental Psychology (ECDP 2013), ; https://halshs.archives-ouvertes.fr/halshs-00867406 ; XVI European Conference on Developmental Psychology (ECDP 2013),, Sep 2013, Lausanne, Suisse (2013)
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Conversation as an intervention procedure to promote and evaluate children's narrative skills.
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In: XVI European Conference on Developmental Psychology (ECDP 2013) ; https://halshs.archives-ouvertes.fr/halshs-00867408 ; XVI European Conference on Developmental Psychology (ECDP 2013), Sep 2013, Lausanne, Switzerland (2013)
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The comparative effect of two intervention procedures on the evaluative component of narratives in SLI French children.
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In: IASCL 2011, International Conference on the Study of Child Language ; https://halshs.archives-ouvertes.fr/halshs-00616220 ; IASCL 2011, International Conference on the Study of Child Language, 2011, Montreal, Canada (2011)
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Oral narratives with pedagogical intervention as a way to improve reading comprehension: A longitudinal study
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In: IASCL 2011, International Conference on the Study of Child Language ; https://halshs.archives-ouvertes.fr/halshs-00614605 ; IASCL 2011, International Conference on the Study of Child Language, 2011, Montreal, Canada (2011)
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| 9 |
Oral narratives, dialogical intervention and reading comprehension: A study of 5-to-8 years old French children.
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In: IASCL 2011, International Conference on the Study of Child Language ; https://halshs.archives-ouvertes.fr/hal-00917315 ; IASCL 2011, International Conference on the Study of Child Language, 2011, Montreal, Canada (2011)
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A conversational intervention procedure as a tool for improving and evaluating narrative skills : A study of 5-to-8 years old French children.
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In: IASCL 2011, International Conference on the Study of Child Language ; https://halshs.archives-ouvertes.fr/halshs-00614139 ; IASCL 2011, International Conference on the Study of Child Language, 2011, Montreal, Canada (2011)
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Theorie de l'esprit et conduites narratives chez des enfants dysphasique
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In: Le développement du jeune enfant : les apports de la recherche à la prise en charge des enfants aujourd'hui et demain par les professionnels ; https://halshs.archives-ouvertes.fr/halshs-00613985 ; Le développement du jeune enfant : les apports de la recherche à la prise en charge des enfants aujourd'hui et demain par les professionnels, 2010, Nantes, France (2010)
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| 12 |
L'enseignement/apprentissage du français dans la formation pour adultes : questionnements sociolinguistiques
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In: Intervenir : appliquer, s'impliquer ? ; https://hal.archives-ouvertes.fr/hal-00927292 ; Intervenir : appliquer, s'impliquer ?, L'Harmattan, p. 227-232, 2009 (2009)
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| 13 |
Relation entre narration orale et compréhension de la lecture.
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In: 2ème Rencontre des responsables de la Coopération France-Québéc - CFQCU ; https://halshs.archives-ouvertes.fr/halshs-00506761 ; 2ème Rencontre des responsables de la Coopération France-Québéc - CFQCU, Jun 2009, Rennes, France (2009)
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The expression of emotions and beliefs in the narratives of 5 –to-10 year-old children : Effects of a conversational intervention procedure
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In: XIV European Conference on Developmental Psychology (ECDP) ; https://halshs.archives-ouvertes.fr/halshs-00506762 ; XIV European Conference on Developmental Psychology (ECDP), Aug 2009, Vilnius, Lithuania (2009)
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Abstract:
Presented within the Symposium “The development of emotional competence: correlational and training studies” ; Background. The capacity to express emotions and beliefs in an articulate way is central to social communication. Children start early to express emotions in their everyday conversation with familiar partners and can refer to them to narrate personal experiences. However, talking about the internal world of the characters of a story is a later competence, undergoing development through 10-12 years. Since narrative abilities are predictive of literacy and academic achievements, finding a way to help children develop their skills in this domain appears an important goal. Aims and Method. This paper studies the effects of a conversational interaction procedure on children's production of coherent, emotion and belief-based, narratives in 120 children aged 5 to 10 years. Children were shown a sequence of five wordless pictures depicting a story based on a misunderstanding between two characters, and were requested to narrate the story when the pictures were not present anymore (first narrative). Then, half of the children were asked to explain the reasons behind the events, probing their comprehension of the story, while the other half played a Memory game with the story pictures and their variants. All children were then asked to recount the story (second narrative). Results. Results show that many of the children who participated in the conversational procedure produced second narratives that were more coherent than their first narratives, with events explained by the emotional and belief states of the characters. Instead, no significant changes between first and second narratives occurred in the control group. Conclusions. A conversation focused on the motivations behind actor-caused events, leads children to improve their expression of emotional and belief states of the characters. The discussion will focus on the cognitive processes that are solicited by interventions procedures: changes in executive functions or in deeper-seated developmental constructions?
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Keyword:
[SHS.LANGUE]Humanities and Social Sciences/Linguistics; beliefs; cognition; conversation; emotions; intervention procedure; language development; narrative
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URL: https://halshs.archives-ouvertes.fr/halshs-00506762
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| 15 |
The effects of two intervention procedures on children's narrative skills
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In: ICERI 2009 ; International Conference of Education, Research and Innovation (ICERI 2009) ; https://halshs.archives-ouvertes.fr/halshs-00416158 ; International Conference of Education, Research and Innovation (ICERI 2009), Nov 2009, Madrid, Spain (2009)
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| 16 |
The expression of emotions and beliefs in the narratives of 5 to 10 years-old children: Effects of an intervention procedure
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In: XIV European Conference on Developmental Psychology (ECDP) ; https://halshs.archives-ouvertes.fr/halshs-00416144 ; XIV European Conference on Developmental Psychology (ECDP), Aug 2009, Vilnius, Lithuania (2009)
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| 17 |
Learning to tell a story of false belief : A study of French-speaking children.
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In: Crosslinguistic approaches to the psychology of language: Research in the tradition of Dan Isaac Slobin ; https://halshs.archives-ouvertes.fr/halshs-00201935 ; J. Guo, E. Lieven,N. Budwig, S. Ervin-Tripp, K Nakamura & S. Özçaliskan (Eds),. Crosslinguistic approaches to the psychology of language: Research in the tradition of Dan Isaac Slobin, Lawrence Erlbaum, pp. 277-289, 2008 (2008)
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| 18 |
Narrative and theory of mind: can intervention studies clarify their relationship?
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In: 13th European Conference on Developmental Psychology ; https://halshs.archives-ouvertes.fr/halshs-00201958 ; 13th European Conference on Developmental Psychology, 2007, Jena, Germany (2007)
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