Assessing narrative comprehension in young children

By Alison H. Paris, S. Paris. 2003

420 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/db2ca54f7f670a81a85a6ce993c376891d28a2e6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Panayiota Kendeou
2. K. Cain
3. Paul van den Broek
4. Kristen L. McMaster
5. Y. Kim
6. Macarena Silva
7. Jane Oakhill
8. P. W. van den Broek

In Education

1. K. Cain
2. Paul van den Broek
3. Panayiota Kendeou
4. H. Patrick
5. Kristen L. McMaster
6. P. Mantzicopoulos
7. Sandra P. Lennox
8. P. W. van den Broek

Citations in the corpus

• The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study (2012, background): “Concurrent measures of narrative comprehension and production and reading comprehension are related (Cain, 2003; Cain & Oakhill, 1996; Cragg & Nation, 2006; Kendeou, Bohn-Gettler, White & van den Broek, 2008; Paris & Paris, 2003).”
• The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension. (2014, methodology): “Four HIGHER&LEVEL)LANGUAGE)AND)READING)COMPREHENSION) 16) (rather than the five used by Paris and Paris, 2003) questions tapped explicit information: characters, setting, problem identification, and resolution.”
• Understanding the glue of narrative structure: Children's on- and off-line inferences about characters’ goals (2007, background): “In fact, young children’s narrative comprehension processes, including their inference making, predict later reading comprehension abilities (e.g., Paris & Paris, 2003; Kremer, Lynch, Kendeou, Butler, & van den Broek, 2002).”
• Repeated Interactive Read‐Alouds in Preschool and Kindergarten (2007, background): “However, problems present challenges for young children: They are often not directly stated in the text (Paris & Paris, 2003; Stein & Glenn, 1979), and young children are relatively insensitive to problems and goals compared to characters and actions (Benson, 1997; Stein & Glenn).”
• Developing Successful Readers: Building Early Comprehension Skills through Television Viewing and Listening (2005, background): “Although acknowledged as an important part of a complete and balanced reading program (National Reading Panel, 2000), comprehension often has been overlooked in early reading instruction (Cain, Oakhill, & Bryant, 2004; Dole, Duffy, Roehler, & Pearson, 1991; Oakhill, Cain, & Bryant, 2003; Paris & Pa”
• The Development of Narrative Comprehension and Its Relation to Other Early Reading Skills (2008, background): “This finding parallels those of Narrative Comprehension and Early Reading 351 previous studies that have also found some relations between worddecoding skills and narrative comprehension skills within a larger pattern of separate development (Oakhill et al., 2003; Paris & Paris, 2003).”
• Literacy Learning of At-Risk First-Grade Students in the Reading Recovery Early Intervention (2005, background): “Many comprehension measures for beginning readers assess lowlevel skills involving recognition or recall at the word or sentence level (Paris & Paris, 2003).”
• Reading Picture Books and Learning Science: Engaging Young Children With Informational Text (2011, background): “During reading, children connect their prior knowledge with information from the book's pictures and written text, use strategic processes to identify key concepts, synthesize and summarize information, make inferences, and anticipate what comes next in the story ( Paris & Paris, 2003 ).”
• Children's inference generation across different media (2008, background): “Thorndike (1917) suggested that understanding implied information in a text is what we call reasoning.”
• The Role of Inference Making and Other Language Skills in the Development of Narrative Listening Comprehension in 4–6‐Year‐Old Children (2012, methodology): “Inference making refers to skills in identifying information that is left implicit in the text and integrating information across various parts of the text, as well as between the text and the listener’s background knowledge (Kendeou, Bohn-Gettler, White, & van den Broek, 2008; Paris & Paris, 2003).”
• Higher-Order Comprehension Processes in Struggling Readers: A Perspective for Research and Intervention (2007, positive): “At the same time, it has become clear that higher-order reading skills—those involved in comprehension itself—are also essential to successful reading (e.g., NRP, 2000; Oakhill, Cain, & Bryant, 2003; Paris & Paris, 2003; Snow, 2002; van den Broek, Kendeou, et al., 2005).”
• The Effect of a Classroom-Based Intensive Robotics and Programming Workshop on Sequencing Ability in Early Childhood (2013, background): “Using pictorial stories is common in early childhood because they require narrative thinking and understanding of sequences without relying on words (Paris and Paris 2003).”
• Interactive Read-Alouds—An Avenue for Enhancing Children’s Language for Thinking and Understanding: A Review of Recent Research (2013, background): “example, in an Australian study Torr and Scott (2006) identified six pedagogical strategies that differed in the level of support for vocabulary development.”