The known, the remembered, and the imagined: Celebrating Afro-American folktales

Hamilton, Virginia

doi:10.1007/bf01141814

Cited by 5 publications

(2 citation statements)

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“…Yet, because authors concurrently write from particular cultural points of reference, the displays, frequency, and choice of literary elements are most certainly culturally influenced. For example, in her essay, "The Known, the Remembered, and the Imagined: Celebrating Afro-American Folktales," Hamilton (1987) writes that her books have "presented aspects of story, style, and language from the perspective of a parallel American culture" (p. 67). Likewise, Feelings (1985) states, "Storytelling is an ancient African tradition where the values and history of a people are passed on to the young verbally.…”

Section: African American Children's Literature As Literary Artmentioning

confidence: 99%

“But This Story of Mine Is Not Unique”: A Review of Research on African American Children’s Literature

Brooks

McNair

2009

Review of Educational Research

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This article provides a review of research on African American children’s literature by synthesizing the growing body of textual and reader response research conducted across the past several decades. The literature presented in this article cuts across the disciplines of education as well as English and library science. Using the selective tradition as a theoretical underpinning, the authors review extant literature through a three-pronged thematic heuristic developed as a result of their analysis. These themes present research findings related to African American children’s literature as (1) contested terrain, (2) cultural artifact, and (3) literary art. The three themes generated to delineate the findings derived from a four-stage iterative process of analysis. By considering collective findings, a more careful and continued institutionalization of this literature can take place in schools, libraries, bookstores, popular media, and within families. The authors also address future implications for educational practice and research related to African American children’s literature.

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Section: African American Children's Literature As Literary Artmentioning

confidence: 99%

“But This Story of Mine Is Not Unique”: A Review of Research on African American Children’s Literature

Brooks

McNair

2009

Review of Educational Research

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“…Information-processing theories and correlation models of learning strongly suggest the inter-relation and duplex influence between the different brain functions (Nithart et al, 2009). Moreover, as Hamilton (1987) and other researchers suggest, meaning making exercises, narration activities and story-construction are the base for the overall language development of preschool children (Peskin & Astington, 2004).…”

Section: Discussionmentioning

confidence: 95%

Low Auditory-Verbal Cognitive Profile: Α “Risk Factor” for Specific Learning Difficulties in Preschool Children in Greece

Bonti¹,

Sofologi²,

Efstratopoulou³

et al. 2021

PSYCH

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Preschool-age children with a low auditory-verbal cognitive profile may be predisposed to develop subsequent learning difficulties. This study, through the use of early diagnostic procedures and a special intervention program, attempts to "balance" these discrepancies. More specifically, aim of the present study is to implement an intervention programme in children being "at risk" for learning difficulties. For the purpose of the present study, the DTLA-2 test was used to assess 420 preschool children aged between 6.0 and 6.4 years. During pretesting, the 420 children were divided into 4 groups according to their cognitive profiles based on the DTLA-2 test assessment. Of the total sample, 40 children according to their low performances in all cognitive verbal and non-verbal sub-tests of DTLA-2 were selected for the final construction of the experimental group (11 boys and 9 girls) and its control group (10 boys and 10 girls). The intervention procedure lasted 3 months and the children attended approximately 20 sessions (20-25 minutes each), either individually or in a small group of two or three children. In the three-month follow-up (post-test), a better balance in their cognitive profile was achieved compared to the control group. In a one year follow-up, similar results were detected.

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H

Kümmerling‐Meibauer¹

2004

Klassiker Der Kinder- Und Jugendliteratur

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The known, the remembered, and the imagined: Celebrating Afro-American folktales

Cited by 5 publications

References 0 publications

“But This Story of Mine Is Not Unique”: A Review of Research on African American Children’s Literature

“But This Story of Mine Is Not Unique”: A Review of Research on African American Children’s Literature

Low Auditory-Verbal Cognitive Profile: Α “Risk Factor” for Specific Learning Difficulties in Preschool Children in Greece

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