Presents the findings of a study of the opening and closing narrative strategies used by young children in 360 stories. (DD)

Decries the way in which British education has reduced or eliminated the animation or essence of narrative. Explores the features that give narrative importance broader and deeper than the purely literary values customarily given it, and provides a rationale for keeping storytelling in the curriculum to enhance students' writing. (HTH)

Describes a literature unit in which students write stories about imaginary characters after they have heard and discussed several narratives. (DD)

Explores children's interaction during talking, telling, and storymaking stages as they prepare a narrative. Discusses a method of stimulating children to create stories by encouraging them to talk about a book that has been read aloud to them. (HTH)

Describes a study of the features of British children's narrative writing, at ages 7, 10, and 13. The results indicated a progression from a simple chronicle of events, through simple stories based on a disruption of the probabilities, to more highly developed stories. (HTH)

Describes the methodology and results of a study of the preferences of fourth- and fifth-grade children for film form and technique. Indicates that children prefer narrative/live action films, followed by narrative/animation, nonnarrative/live action, and nonnarrative/animation. (HTH)

Explores ways in which "storying" and storytelling occur as an integral part of the collective creation of meaning in improvised classroom drama. Describes storying as a learning experience in a dramatic context that requires thinking in the narrative mode and about narrative as a means of interpreting and verbalizing experience. (MG)

Describes fourth-grade students' experiences during a concentrated research writing project. Shows through a case study how students learned to present objective information through a narrative vehicle. (HTH)

Focuses on the narrative function to show how children can build on another speaker's turns in conversation and can build on their own utterances as they speak. Analyzes children's dialogs and narratives to highlight the primacy of the oral language arts as they are enacted in daily conversation and play. (HTH)

Notes that although fiction writing is a somewhat problematic part of upper elementary/middle school writing, it is important for children to be able to compose good fiction. Suggests two methods to benefit young writers: (1) expose them to a wide range of good fiction, and (2) preserve their right to create personal fictions. (NH)

Claims that literacy and literature become interrelated in classrooms where there are many opportunities to engage in the narrative mode of thought. Discusses how the potential of literacy/literature experiences is enriched when students draw from the narrative reservoirs of the community and school. (JD)

Argues the importance of dictated stories, with the teacher or other adult as scribe, in children's development as writers. Examines one child's literary influences and her literacy development. (MG)