Age and Task Related Effects on Young Children’s Understanding of a Complex Picture Story

Document Type

Article

Journal/Book Title/Conference

Alberta Journal of Educational Research

Volume

55

Publication Date

2009

First Page

54

Last Page

72

Abstract

In this study we examined age- and task-related effects in story schema knowledge across an independent narrative task (story formulations) and a supported narrative task (answering questions). We also examined age-related changes to questions about the story as a whole. Participants were typically developing English-speaking children aged 4, 5, and 6 (50 per age group). Results showed more successful performance on all tasks as a function of age. In addition, all the children were more successful in the supported versus independent narrative context. Results are discussed in terms of the importance of oral narratives to social and educational milieus.

Link to Full Text

Share

COinS