Original Research
The effect of two different visual presentation modalities on the narratives of mainstream grade 3 children
Submitted: 19 February 2013 | Published: 27 November 2013
About the author(s)
Daleen Klop, Division Speech-Language and Hearing Therapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Tygerberg, Cape Town, South AfricaLizanne Engelbrecht, Division Speech-Language and Hearing Therapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Tygerberg, Cape Town, South Africa
Abstract
Method: Twenty mainstream grade 3 children were randomly assigned to two groups and assessed with one of the visual presentation methods. Narrative performance was measured in terms of micro- and macrostructure variables. Microstructure variables included productivity (total number of words, total number of T-units), syntactic complexity (mean length of T-unit) and lexical diversity measures (number of different words). Macrostructure variables included episodic structure in terms of goal-attempt-outcome (GAO) sequences.
Results: Both visual presentation modalities elicited narratives of similar quantity and quality in terms of the micro- and macrostructure variables that were investigated.
Conclusion: Animation of picture stimuli did not elicit better narratives than static picture stimuli.
Keywords
Metrics
Total abstract views: 6554Total article views: 7001
Crossref Citations
1. Young children's narrative retell in response to static and animated stories
Emily A. Diehm, Carla Wood, Jane Puhlman, Maya Callendar
International Journal of Language & Communication Disorders vol: 55 issue: 3 first page: 359 year: 2020
doi: 10.1111/1460-6984.12523