Dialogic Reading of a Novel for Children: Effects on Text Comprehension

Flores, Eileen Pfeiffer; Pires, Laís Fernandes; Souza, Carlos Barbosa Alves de

doi:10.1590/1982-43272458201412

Cited by 20 publications

(41 citation statements)

References 16 publications

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“…In the study by Flores, Pires & Souza (2014) for P1 and P2 participants exposed to the B-A-B order, the percentage of verbalized events and functions was higher in Dialogic Reading when compared with Simple Reading. This corroborates the literature in this field.…”

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confidence: 80%

“…There are also some indications that reading stories to children favors taste and motivation for reading (Baker, Mackler, Sonneschein & Serpell, 2001). However, there is little data about the effects of shared reading on story comprehension (exceptions are Fontes andCardoso-Martins, 2004 andFlores, Pires andSouza, 2014, described below). In most studies about shared reading the focus is on possible effects of this activity on the development of receptive and expressive vocabulary, usually in children of pre-school age (e.g.…”

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confidence: 99%

“…The study provided no evidence about the specific effects of dialogic interventions on comprehension, because there was no comparison with a control condition where reading was performed in a non-dialogic way. Flores, Pires and Souza (2014) tried to bridge this gap with an experiment about the effects of dialogic reading on the comprehension of texts in three children enrolled in the 3 rd year of elementary school. In the experiment, the authors used a single-subject reversal design.…”

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confidence: 99%

“…Therefore, in addition to the events of the story, the evaluation of comprehension should also comprise the narrative functions. Traits of characters, scenario description, emotional state of characters and their relations with the narrative events, causal relationships between two or more events in the story are some examples of the narrative functions as conceptualized by Flores, Pires & Souza (2014). In their analysis, the narrative functions served the double purpose of preparing the questions for the dialogic reading, and ground the evaluation of the child's comprehension.…”

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confidence: 99%

“…In continuation to the investigation by Flores, Pires and Souza (2014), we tried to answer the issue of interdependence of chapters, as an explanation for the different performances of participants. For that, we used independent texts (the Grimm Brothers' fairytales every session).…”

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confidence: 99%

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Compreensão de contos após leitura dialógica com perguntas baseadas em dimensões temáticas da narrativa

Medeiros

Flores

2016

Psic.: Teor. e Pesq.

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-We investigated the effects of dialogic reading -reading aloud interspersed with questions and feedback based on narrative thematic dimensions (functions) -on the comprehension of brother Grimm's tales. Twenty-two tales were read individually to three children (aged 8, 8 and 13 years), in a baseline condition (Straight reading) and intervention (Dialogic reading), using multiple baseline design across participants. Comprehension was assessed through percentage of story events and narrative functions verbalized during retelling tasks. Correspondence between tales and retelling was higher under the Dialogic Reading condition, especially for narrative functions. The role of questions, differential reinforcement and text are discussed. Keywords: shared reading, verbal behavior, text comprehension, Behavior AnalysisCompreensão de contos após leitura dialógica com perguntas baseadas em dimensões temáticas da narrativa RESUMO -Investigou-se o efeito da leitura dialógica -leitura em voz alta intercalada com perguntas e feedback baseados em dimensões temáticas (funções) da narrativa -sobre a compreensão de contos dos Irmãos Grimm. Vinte e dois contos foram lidos individualmente a três crianças, sendo duas com oito anos de idade e uma com treze, de forma simples (sem intervenções adicionais) e dialógica, em um delineamento de linha de base múltipla por participante. A compreensão foi avaliada por meio da porcentagem de eventos do enredo e funções da narrativa verbalizadas em tarefas de reconto. A correspondência entre as histórias e os recontos foi superior na condição Leitura Dialógica, especialmente para funções narrativas. Discute-se o papel das perguntas, do reforçamento diferencial e do texto nos efeitos encontrados.

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confidence: 80%

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confidence: 99%

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confidence: 99%

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confidence: 99%

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confidence: 99%

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Compreensão de contos após leitura dialógica com perguntas baseadas em dimensões temáticas da narrativa

Medeiros

Flores

2016

Psic.: Teor. e Pesq.

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How to Do Things With Texts: A Functional Account of Reading Comprehension

Flores

Oliveira-Castro

Souza

2020

Analysis Verbal Behav

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We offer an account of reading comprehension that we believe will help clarify some common conceptual confusions in the relevant literature, as well as contribute to existing functional accounts. We argue that defining texts qua texts as stimulus classes, on the one hand, and equating “comprehension” with behavior (covert or otherwise), on the other, are not useful conceptual moves, especially when behavioral settings go beyond basic literacy skills acquisition. We then analyze the structure of the contingencies that usually evoke talk of “comprehension” using techniques from analytic philosophy. We show how keeping the results of this analysis in mind can help avoid the conceptual bafflement that often arises, even among behavior analysts, when defining or assessing behavioral phenomena related to reading comprehension. Using two contrasting cases (legal texts and stories), we argue that what counts as comprehension depends, not peripherally but crucially, on the shared social practices of which texts are a part. Finally, we propose a new framework for classifying reader–text contingencies by combining two dimensions: openness of setting and embeddedness of reinforcement.

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Learning Pseudowords Through Shared Storybook Reading And Auditory-Visual Pairing

et al. 2020

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This study aimed at comparing preschool children's learning of relations between pseudowords and pictures in two teaching conditions: shared storybook reading (implicit learning) and auditory-visual pairing (word pictures) with echoic request (explicit learning). We conducted two studies with children aged 4 to 5 years that were divided into two groups. In the repeated reading condition, we read one non-commercial story twice in a row. In the pairing with echoic condition, the children were exposed to auditory-visual pairing of pseudowords and pictures, and asked to repeat the target word (echoic behavior). Two new word-figure relations were taught in Study 1, and three relations in Study 2. After the presentation of the conditions and 1 week later, exclusion, matching-to-sample, naming, and generalization probes were performed. No differences were found between the two experimental conditions in Study 1. In Study 2, the pairing condition produced better results than the reading condition. We discuss the conditions necessary for learning novel words.

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Dialogic Reading of a Novel for Children: Effects on Text Comprehension

Cited by 20 publications

References 16 publications

Compreensão de contos após leitura dialógica com perguntas baseadas em dimensões temáticas da narrativa

Compreensão de contos após leitura dialógica com perguntas baseadas em dimensões temáticas da narrativa

How to Do Things With Texts: A Functional Account of Reading Comprehension

Learning Pseudowords Through Shared Storybook Reading And Auditory-Visual Pairing

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