El proceso de lectura conjunta de cuentos infantiles: estudio comparado en España y México
Before the shortage of investigations around the discursive mechanisms that promote the knowledge shared, it is done necessary to continue the investigation around the educational strategies that promote the construction joint of the knowledge among the students. Two teachers, under a same task of discussion, they assume different goals that are going to influence in the elaboration of diverse strategies of construction of the knowledge. This article themselves center in the process of joint elaboration of the information. For it: (1) We devise a categories of analysis that permit to deepen in the joint construction of the knowledge from the reading of stories; (2) We offer the description of diverse didactic sequences in function of this system of observation, and (3) We analyze and we compare the evolution of the strategies of interaction, unfolded in the two groups observed, by the teachers and on the part of the students. The sample is formed by two classes of two public schools of Burgos (Spain), and Tampico (Mexico). In each class 6 groups of 3 children are observed. The decision on what children they form part of each group has delegated itself in the teachers. The joint analysis offers a very useful difference between two strategies of learning, that are keys in the narrations reading objectives: recovery and comprehension. The knowledge limited of the world and of the human actions compromises directly the comprehension, and the shortage of communicative and narrative abilities complicates the recovery.
Teacher dialogue style and children’s story comprehension
The three components of the dialogue style are: a) a great number of questions asked by the teacher during the storytelling; b) three exclusive types of questions asked; and c) a variety of questions. The present study is intended to analyse the relationships between these components and children’s story comprehension. The subjects were 48 children, aged 4;4 to 6;2, randomly divided into four groups of 12 children each: the number, exclusive types, and variety groups, and a control group (the reading group). Twenty-four teachers were also divided randomly into four groups of six teachers each, and assigned to the four children’s groups. Each teacher told the story to two children at a time; the children were chosen and paired randomly. Each child, singly, retold the story and then answered a questionaire on the structure of the story. The responses of each child were compared with the story text and considered correct if approriate to the contents of the story. The mean percentages of correct responses in the three experimental groups were higher than those of the control group. This difference is significant in the free retelling situation.RésuméLe but de cette étude est d’analyser les relations entre la compréhension d’un récit par des enfants et trois composantes du fonctionnement dialogique de l’enseignant (nombre, type et variété des questions posées). 48 enfants ayant de 4 ans 4 mois à 6 ans 2 mois ont été répartis de façon aléatoire en quatre groupes de 12 enfants chacun: trois groupes expérimentaux et un groupe contrôle. Les groupes expérimentaux différaient de façon systématique sur les trois paramètres cidessus relatifs au questionnement. 24 enseigmants ont été affectés de façon aléatoire au quatre groupes d’enfants (6 enseignantes par groupe), chaque enseignant racontant l’histoire à deux enfants à la fois choisis au hasard. Chaque enfant devait ensuite redire l’histoire et répondre à un questionnaire sur la structure du récit. Les performances et réponses des enfants ont été évalués par comparaison au texte source de l’histoire. Les résultats mettent en évidence l’existence de différences significatives entre les groupes expérimentaux et le groupe contrôle.
Treatment of sentence production deficits in aphasia: A linguistic-specific approach to wh-interrogative training and generalization
Abstract The present research examines the effects of a linguistic-specific treatment on acquisition and generalization of wh-interrogative structures in two aphasic subjects presenting with deficit patterns consistent with agrammatism. The underlying linguistic representation of sentence structures selected for treatment and generalization was considered based on aspects of Chomsky's (1981) Government Binding (GB) theory, and a linguistic-based, wh-movement treatment strategy was implemented. Using a single-subject multiple-baseline design across behaviours and subjects, the effects of treatment were explored by examining generalization patterns across wh question forms requiring wh-movement (movement of a direct object NP to COMP). Within question form generalization also was evaluated by examining formulation of untrained sentences of varied complexity—with complexity defined in terms of the number of phrasal nodes in the d-structure representation of sentences. Results indicated that for both subjects...