This book is based on the belief that deep subject knowledge of language and literature provides a foundation for effective teaching and learning. It provides a guide to the range of genres and characteristic features of English language fiction written for children. It is designed to help readers to develop their understanding of literature…

This study investigates the interface between speech and gesture in second language (L2) narration within Slobin's (2003) thinking-for-speaking (TFS) framework as well as with respect to McNeill's (1992, 2005) growth point (GP) hypothesis. Specifically, our interest is in whether speakers shift from a first language (L1) to a L2 TFS pattern as…

This study examined how middle school students constructed their understanding of the mitosis and meiosis processes at a molecular level through multimedia learning materials presented in different interaction and sensory modality modes. A two (interaction modes: animation/simulation) by two (sensory modality modes: narration/on-screen text)…

The effect of patient and interpretive narrative characteristics on the judged accuracy of pairs of automated narratives generated by two types of norms were studied using the Minnesota Multiphasic Personality Inventory protocols of 100 adolescent psychiatric patients. Narratives generated from adolescent norms were rated as significantly more…

According to Edith Hamilton, "The Bible is the only literature in the world up to our century which looks at women as human beings, no better and no worse than men. The Old Testament writers considered them just as impartially as they did men, free from prejudice and even from condescension." The Bible portrays Rebekah, Rahab, Deborah,…

Forty language-disordered and nondisordered elementary children viewed a nonverbal film, wrote the story, and narrated it to language-disordered and nondisordered peers unfamiliar with the film. Language-disordered Ss made fewer references to the orientation clauses of props and activities than nondisordered Ss. Neither group modified their…

The article examines the social-academic nature of storytelling, reviews studies of narrative ability of learning disabled students, and offers suggestions for developing narratives in the classroom setting. (CL)

The development of children's riddling and narration skills is analyzed from an ethnographic perspective which focuses on the communication and interaction aspects. Narrative competence is considered in terms of paradigmatic structures, syntagmatic organization, and narrational contexts. (CL)

The expectation of action in a novel is examined through Martin's "The New Song," a narrative in which no events occur, and the realization of the passage of time is the primary literary statement. (MSE)

Analysis of eight leading basal reading programs indicated that the majority of selections were narrative materials, that poems accounted for 25 percent of the total selections, and that exposition accounted for 15 percent. Teacher's Manuals provided instruction on how to read various types of writing. Narrative materials were most often used for…

Preschool to fourth grade subjects were required to reconstruct a previously seen logical sequence by selecting old items from a set containing actually seen events. Older children were found to be more consistent in all task performances. (DEP)

Proposes that a discussion of narrative techniques and their application helps technical writing students better understand their audience's needs and interests. Discusses point of view and sequence. (HTH)

Suggests that carefully examining Chekhov's uncluttered narrative style in his short stories can provide students with a clearer understanding of point-of-view and narrative perspective. Concludes that a close reading of "The Bet" and "A Trifle from Life," with attention to narrative voice, gives students a good idea not only…

Examines and characterizes student use of narrative and paradigmatic expression in elementary science discourse. Focuses on the narrative and paradigmatic modes of expression used by combined first-, second-, and third-grade students in a semi-structured, fairly autonomous, whole-class conversational format. Over time students moved toward more…