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Journal mutations
Part of
Narrative, Literacy and Other Skills: Studies in intervention
Edited by Edy Veneziano and Ageliki Nicolopoulou
[
Studies in Narrative
25] 2019
◄
previous
Subject index
A
affective
communication
93
description
97
expressions
93
information
94
language
110
markers
95
perspective taking
115, 119–120 , 232
response
92–93
states
122
valence
115
variation
94
vocalizations
93
alphabetic(al)
level
52, 63
principle
46–47
representation
43–44 , 48–49 , 52–53 , 55–56 , 60–62 , 64
syllabico-
48, 52, 54–55 , 57, 60–62 , 64, 67
system
7, 43–44 , 46–47 , 52, 54, 66–67
appearance-reality
book theme
135, 145
distinction
129, 131–132 , 137, 139–140 , 142–144
tasks
See tasks
appendages
245, 252–253
argumentation
9, 34, 152, 158, 165–167
and personal experience
153, 162
development
154
effective
166
elements of
9, 158, 164, 166
emerging
151, 153, 159, 162, 164
fluency
163
qualifications
See qualifications
rebuttals
See rebuttals
skills
9, 151–153 , 163, 166
warrants
See warrants
argumentative writing
151, 153–154 , 160, 163–166
assessment
78, 137, 156, 230, 234, 271, 273,
educational progress
22
language
23, 25, 28–29 , 34
narrative
81, 156, 201, 205
narrative skills
178–179 , 201, 251
national
34
autism spectrum disorder (ASD)
children with
See children
comparing TD with
292–294 , 297, 299–300 , 302, 304–305
high-functioning (HFA)
11, 286, 292–303 , 304–306
internal states
301
language abilities
293
narrative skills
292–294
SCI with
294–304
B
bookreading
characters' perspectives
146
conversation
113, 123, 132
impact on ToM
132–135 , 137, 140, 142–145
interactive
8, 130–136 , 268
mental states
129, 134, 137, 143, 144, 145
sessions
109, 136
shared
4–6 , 8–10 , 12, 130, 224–226 , 232, 238
training
138–139
C
causality
12, 183–184 , 189, 192–193 , 225, 291
mental
135, 231, 233–235
questions about
287–288 , 305
teaching
191
characters
as actors
181–182
as persons
183
behavior
2, 112, 146, 223–224 , 227, 288
(false) beliefs
129, 132, 139, 146, 287
emotional states
5–6 , 45, 133–135 , 175, 183, 223, 225, 229, 236–237
epistemic states
296
facial expressions
121
familiar
104
internal states
3–4 , 112, 130–132 , 285, 287–288 , 290–291 , 293, 295–296 , 300, 304–305
introduction
81, 180, 182, 184–186
main
76, 115–116
mental states
5, 10–13 , 104, 132, 135, 223, 225, 228, 234, 236–238 , 303
misunderstanding between
11, 285, 288, 302, 306
motivation
177, 180–181 , 183, 191
orientation
180
peer-evaluated
279
perspective
2, 72, 131, 145–147 , 177, 184, 186, 188, 191, 290–291 , 304
re-introduction
182
reference to
3, 177–178 , 182
role
190
children
African-American
7, 21, 25, 28–29 , 136, 271
deaf (GRIES)
44
Head Start
6, 264
kindergarten
4, 7, 21–25 , 29, 32, 43–44 , 46, 48, 50, 66–67 , 71, 134, 174, 243, 245, 292
low-income
2, 7–8 , 21, 28, 36, 71, 74, 130, 134–136 , 143–147 , 249, 263–265 , 267, 269–270 , 278
low SES
161, 225–226 , 229, 238
middle grade
9, 26, 152, 154, 162–163 , 166
preschool
3, 6–7 , 11, 13, 21–25 , 28, 32, 34, 72, 94, 97, 111–113 , 130, 133–136 , 143–144 , 147, 152, 174–175 , 177, 188–189 , 193, 225–226 , 236, 243, 245–249 , 258, 263–266 , 269–270 , 278–279 , 287
primary school
22, 113, 153, 166, 295
with ASD
285, 292, 294, 301, 306
with HFA
285, 292–303 , 304–306
Common Core State Standards
153, 166
comprehension
deception
138, 140, 142
emotion
111–112 , 116
expressive language
23, 120
index
294
inferences
43
informational text
70
mental state language
112
narrative
7, 10, 26–27 , 66, 69, 79–80 , 137, 152–153 , 184–185 , 187, 189
prepositions
98–99 , 102–103
reading
4, 6–8 , 12–13 , 21–27 , 33–34 , 43, 46, 66, 69–74 , 76, 78–81 , 154, 264–265
receptive language
23, 27
story
4, 27, 136, 144, 204, 223, 226, 230, 232–233 , 235, 237–238 , 305
text
33, 76, 146
vs. decoding
27
words
98, 104
consciousness
landscape
131, 227, 237
level
223, 227, 231, 234, 236
contextual
conditions
173, 175
cues
46, 66
relevance
66
contextualized
and decontextualized
266
discourse
266
self-
280
conversation(al)
about causality
10, 12, 147, 189
and shared bookreading
111, 132
-framed narratives
2
interactions
4, 112–113 , 132
on emotions
8, 109, 111–112 , 116, 118, 120, 122
on mental state terms
112–113 , 130, 133, 135, 225
phone
74
processes
-1, 112
short_intervention (SCI)
6, 11, 13, 286, 288, 304
small groups
109, 120–122
curriculum
child-centered
269
discussion based
151, 154
Early Years Foundation Stage (EYFS)
256
innovation
154
literacy
247
Word Generation
154
D
deception
130, 132–135 , 137–140 , 142–144 , 146–147
comprehension
See comprehension
story of
4, 132
tasks
See tasks
decontextualized
discourse
11, 266, 274
language skills
263–267 , 273, 275–278 , 280–281
language tasks
266
talk
5, 12–13
difficult words
227, 231, 234–237 , 243
digital technologies
247, 260
discourse
32
and causality
112
and literacy
73, 265
and reading
26, 70–71
argumentative
9
cohesion
9, 177, 194, 286
contextualized
266
decontextualized
11, 266, 274, 285
extended
7, 9, 21–23 , 26–27 , 29–34 , 151–152 , 202, 266
informational _ skills
71, 73
narrative
11, 145, 265–266 , 274, 276
non-narrative
274
pretense
274
skills
24, 27, 33–34 , 69–70
dynamic systems
173, 175, 190, 194
E
education(al)
early childhood
123, 268, 280
formal
264–265 , 280
implications
123
media
246, 248
multicultural
193
practices
152, 268, 280, 306
primary
153
programs
271
software
247
special
155, 161, 249
standards
152
success
266
emotion(al)
45, 92–94 , 104, 106–107 , 109–122 , 125–126 , 132–133 , 143, 148, 175, 194, 196–197 , 231–232 , 239–240 , 244, 279
and word learning
91, 95
expressions
8, 93–94
facial cues
110
negative
94
neutral and_narratives
97, 99–103
positive
93–95 , 97, 104–105
real and apparent task
232
states
3, 5, 94, 104, 111, 113, 132, 135, 193
stories
8, 91–92 , 95–97 , 103
terms
8, 92, 94, 104, 112, 133–134
themes
12
understanding
110–113 , 115, 118, 120
evaluation
2–4 , 73, 81, 154, 185, 245, 252–253 , 269
evaluative
content
13, 288
devices
177, 225
information
2, 11, 188, 253
perspective
178
skills
71
executive functions
scaffolding
190
skills
13, 176, 179–185 , 187, 191, 194, 292–293 , 306
explanation
2, 6, 11, 202, 266, 286, 288, 290–291 , 293, 296–297 , 303–304
elicitation
112, 152
epistemic
299
internal state
299–300
mentalistic
145
mothers'
111
number of
299
of events
189, 191–192 , 295–296 , 305
physical
299–300
socio-conventional
300
F
false belief (FB)
3, 110, 129–135 , 139, 145–146 , 179, 287, 289–291 , 295–296 , 298, 301–304
rectification (RFB)
290–291 , 295–296 , 298, 301–304
scale
138
task
task
understanding
132–135
formative experiment
245–248 , 254, 258
French
46–51 , 54–55 , 62–63 , 189, 203, 291, 294
Frog story
3, 161, 178, 181, 189, 205, 207, 213, 245
G
genre
and retelling
82
argumentative
158, 165
boundaries
159, 163
differentiation
152
informational
70–73 , 81
narrative
71–73 , 81, 151–153 , 158, 194, 202, 205, 207
non-narrative
153, 162
German
8, 96, 98
guidance
expert
278
parents
223, 227
teachers
155, 272
H
Head Start preschool classrooms
11, 28, 263, 269–270
High Functioning ASD (HFA)
See Autism Spectrum Disorder (ASD)
I
Inference(s)
43, 45–46 , 65, 193, 296
causal
45, 58, 66
lexical
45–46
inferential
aspects
292, 295–297 , 303–306
content
291–292 , 297, 304
interpretation
289
processes
46, 66
skills
65, 67, 286
informational
71–74 , 166, 168
book
74–76 , 78
clauses
73
content units
76
description task
72
recall
73, 78
retellings
72–74 , 81
subtest
78, 80
text(s)
7–8 , 70–76 , 78–81 , 153, 166
integration
1, 163, 177–178 , 184–187 , 191
across domains
179–184 , 186–187
across episodes
178, 182–186
of character perspectives
188
intentional(ity)
9, 132, 176, 181, 290, 303
non-intentional
289, 291, 296
purposes
134
states
internal states
interactive
bookreading
4, 7–8 , 130, 135–136 , 142–144 , 226, 268
intervention
174, 190
reading
7, 43–46 , 50, 58, 66–67
teaching
191, 194
writing
7, 43, 50
internal state(s)
2–3 , 81, 110, 121–122 , 193, 286–288 , 290–291 , 300–301
attribution
11, 291, 293, 295–297 , 303–305
complex
287
emotional
3, 5, 113, 290, 293, 296, 301
epistemic
113, 290–293 , 296, 299–301 , 303
explanation
296, 299–300
intentional
290, 292–293 , 296, 299–301
language
8, 112, 132
number
300
physical
296, 299, 301
talk
130
intervention
1, 6, 9–14 , 23, 28, 34, 44, 67, 111–114 , 118–123 , 136–137 , 174–175 , 178, 188–194 , 225–226 , 233, 236, 238, 247–254 , 257–258 , 264, 271, 277
bookreading
136, 139, 226
classroom
270–273 , 275–278 , 280
conversation-based
114, 116, 120–121
dynamic systems-based
190, 194
early
123
effects of
140, 189, 233, 236, 251, 256, 258, 306
enabling factors
248, 250, 255–256
group
10, 67, 112, 114, 118, 120, 140, 188, 229–231 , 233–237
inhibiting factors
248, 250, 257
interactive reading
45, 58
language
188
literacy
73
narrative
9, 144, 174–175 , 189–190
pedagogical
43–44 , 46–49 , 63, 66–67
phase
114–115 , 271
procedures
1, 5–6 , 10, 12–13 , 174, 194, 286–287 , 294
program
7, 10, 13, 113, 225–226 , 229, 236, 238
READS (Literacy intervention for summer learning)
73–76 , 84–85
short conversational (SCI)
11, 286, 288, 294, 303–304 , 306
single-session
13, 287
teachers
118
vocabulary
38
with HFA children
304
iPad
245–248 , 255–258
Italian
114–115
L
landscape
mental
145
of action
131, 223, 227, 237
of consciousness
131, 223, 227, 237
language
and emotion
92–93 , 112
and emotion understanding (EU)
109
and literacy
33
and reading comprehension
22–25 , 33, 72
and ToM
8
assessment
25, 27, 29, 34, 98, 137, 232
complex(ity)
179–182 , 184–187 , 189, 192, 204–206 , 208, 212–213 , 216, 218–219
decontextualized
5, 11–13 , 65, 264–267 , 273, 275–278 , 280–281
impairment
25, 201
low
28, 30, 270, 272
mental state
5, 109–114 , 119–120 , 130, 132–134 , 143–147
receptive
23, 246
(complex) syntax
22–23
variation
179–181 , 184, 186–187 , 293
written
47, 53, 66
literacy
and informational discourse
73
assessment
29
curriculum
28, 247
development
33, 50, 224, 247
early
227, 258, 285
emergent
44, 50, 265–266 , 269, 277–278
intervention
7, 73
National Early Literacy Panel (NELP)
22, 33
practices
247
tasks
See tasks
longitudinal study
7, 22, 27, 29, 67, 111, 133, 205
M
macrostructure
44–45
markers
affective
91, 95
aspectual
215
causal
180–181 , 186
temporal
215–216
temporal/aspectual
206, 215
tense/aspect/modality
177, 216, 219
memory
103, 105
for words
94
game
291, 303
limitations
13, 191
long-term
81, 180–185 , 187, 191, 193
recognition
94
working
13, 176, 179–185 , 187, 191, 193, 293
mental state
concepts
130, 134, 145–147
language
See language
story
130, 132, 134–135 , 137, 140, 143–145 , 223–224 , 231, 234–235
terms
112, 116, 118, 120, 224, 231–232
themes
9, 130, 133–137 , 139–140 , 142–147 , 231, 233–235
vs. non_ themes
139–141 , 143–146
misunderstanding
11, 23, 281, 288–289 , 291, 300, 302–304 , 306
MSL (Mental State Language)
109, 111–114 , 116, 118, 120, 123, 227, 231
N
narrative
comprehension
See comprehension
development
1, 3, 26, 174–175 , 179, 187, 202, 219, 258, 264–265 , 267–268 , 276, 278, 280, 286
discourse
11, 265–266 , 274, 276
importance of
9, 174, 287
improvement
13, 175, 278, 291–294 , 297, 303–304
monological
2, 14, 286–288 , 290
of personal experience
2, 5, 11, 151, 162, 202, 267, 286, 306
plot
See plot
practice
7, 132, 268
recall
44, 51, 57–58 , 66, 79, 265
structure
10, 26–27 , 43, 51, 81, 91, 98, 103, 178, 184, 189–190 , 225, 253
teaching
187, 189–190 , 192
thinking
9, 152–156 , 158–166
narrative skills
1–2 , 5–7 , 175, 234–235
and argumentation
153, 164
and intervention
10
and literacy
1, 6, 285
and math skills
72
and parent-child interaction
10, 219, 225
and reading
27, 46, 72, 201, 265
assessment
See assessment
development
2, 5, 9, 190–192 , 202, 248, 258, 277
in children with HFA
293–294
index
178
low
193
measures
232, 273
precursors
27, 202–204 , 212, 218–220
promote
1, 5–6 , 9–12 , 174, 188–190 , 193, 224–226 , 229, 236, 238, 246–248 , 258, 267, 270, 275, 286–287 , 294
Non-Present Talk (NPT)
10, 202–204 , 206, 208–209 , 211–212 , 214–220
and complex language
212
and story structure
212
and topic elaboration
217
child initiated
212–214 , 219
fantasy
206, 208–209
future
206, 208, 210–211
know
206, 217
past
206, 208–210 , 217
recent past
209
O
Our Story
app
10–11 , 245–251 , 254–258
P
parent-child
conversation
5, 10, 204
discourse
224–226
interaction
10, 204–206 , 218, 225–226 , 267, 281
routines
208
peer group
activity
264, 268–279 , 281
collaboration
264, 279
conversation
122
culture
279
practices
267
personal experience
and argumentation
153, 162
content from
9, 121–122
narratives
See narratives
perspective taking
abilities
179–180 , 182–187
and reading comprehension
70
enhancing
123
plot
139, 176, 181, 192–193 , 223, 226–229 , 237, 279, 305
complexity
191
elaboration
4
multiple
183–187 , 189, 194
structure
4, 44
understanding
227–228 , 238, 305
positive changes
257, 290, 299, 302
proficient narrators
184
Q
qualifications
in narrative thinking
151, 155, 158–159
in written arguments
159, 165
R
reading
ability
4, 7, 22, 52, 201, 246
comprehension
See comprehension
emergent
52–53 , 56–58 , 63–64
interactive
See interactive
predictor of_abilities
72, 265
repeated
4, 132, 136, 144, 191, 226–227 , 236, 238, 243
shared
4–5 , 7–8 , 44–45 , 111, 113, 120, 123, 130, 133, 135, 224–226 , 229–230 , 233–238 , 246–248 , 250
task
task
reasoning
abstract
166
alphabetic
61, 64
conflictual
48
lines of
152, 155, 165
phonemic
49
presyllabic
60
syllabic
63
syllabico-alphabetic
60–61
rebuttals
9, 155, 158–159 , 165
Renfrew Bus story
29–30 , 178–179 , 205
retention of words
95, 99
S
scaffolding
188, 190, 192, 204, 224, 238, 258, 267, 278
conversational
189
pedagogical
44
Short Conversational Intervention (SCI)
11, 286, 288, 290, 294, 306
and executive functions
292
benefits of
292, 304–306
with children with HFA
292, 294, 297, 302, 304
with TD children
286, 288, 290–292 , 303
social cognition
110, 120, 224–227 , 232, 234, 236–238 , 292
development
110, 122, 224
promoting
109, 111–112 , 123, 224–225
tasks
See tasks
spatial prepositions
8, 95, 99, 102–105
stability
complex syntax
31
vocabulary
24, 27
Stone story
285, 288–291 , 295, 302, 304
story
and personal experience
9, 121–122 , 227–228 , 234, 236–237
benefits of _ shared-reading
123
Bicycle
291
causal structure
58, 66, 76, 184, 189, 286, 288, 291, 303
characters
2, 5–6 , 8, 51, 92, 112, 116, 121–123 , 133, 181–182 , 184, 186
complexity
29, 192, 205
comprehension
See comprehension
deception
132, 145
enactment
137
events
5, 6, 139, 182, 191, 231, 295, 297
Franklin in the Dark
51
Frog
See
Frog story
from wordless pictures
3, 11, 70
grammar
175, 180–182 , 184, 186–188 , 191–192 , 194, 226
mental state
See mental state
misunderstanding
See misunderstanding
non-mental state
145
orientation
4, 81, 252–253
Our Story
App
Our Story
App
pragmatics of storytelling
305
recall
81
Renfrew Bus
See
Renfrew Bus
retelling
4, 10, 70, 72, 75, 77, 135, 189, 229–230
scripts
97, 122
Stone story
See
Stone story
structure
27, 44–45 , 81, 122, 189, 191, 193–194 , 204–206 , 208, 212, 216, 218–219 , 225, 231, 235–236
telling
138
_telling and reading comprehension
70–71
STSA (story telling/story acting)
6, 11, 263, 268–269 , 271–272 , 275, 277–278 , 280
benefits of
278
evaluation
269
T
tasks
acting-out
95, 99–100 , 102–103 , 105
affective perspective taking
115, 119–120 , 232
appearance-reality
137–138 , 147
causes of emotions
115, 119
deception
9, 133, 145, 147
decontextualized language
266
emergent reading
52, 63
emergent writing
43, 51
emotion false belief
133
emotion understanding
111, 115, 120
expressive emotion
115, 119–120
false belief
5, 133, 138, 145, 147, 232
Figurine-Based Narrative Task (FBNT)
273–274 , 276–277
Frog story
207, 213, 253
informational picture description
72
literacy
153
narrative recall
51
non-narrative
152
personal narrative
253
picture-selection
100–103
reading
52–53 , 63
receptive emotion
115, 119
Renfrew Bus story
207, 213
social cognition
111, 135, 232
story comprehension
236
story retelling
23, 189, 205, 213
The Puppet Interview
115
Theory of Mind (ToM)
8, 130, 135, 137–138 , 142, 145–146 , 179–180 , 182
Woodcock Johnson understanding directions
22, 29–30
wordless picture book interaction
133
temporal
adequacy
297–298
_/aspectual markers
See markers
references
175
sequence
3, 51, 188, 203, 225, 286–287 , 300
structure
51, 58, 66, 92, 97, 101, 203, 252
terms
81, 177, 203, 215–216
temporality
development
202–203 , 214
in language
203–204 , 206, 214, 216, 219
tests
E.CO.S.SE
294
EVT
29, 273, 276–278
ITBS (Iowa Test of Basic Skills)
75, 78–80
PPVT
29, 232, 234
Preschool Language Scale III (PLS)
28
PVB (Primo Vocabolario de Bambino)
114, 121
SETK-2
98
Test of Narrative Language
137
Woodcock Johnson III
29
Woodcock Johnson Passage Comprehension
71
Theory of Mind (ToM)
abilities
8, 130, 132, 134–137 , 144, 180, 182
and bookreading
134–135 , 137, 143
and narratives
144–145 , 177, 179
atypical
293, 304
development
130–134 , 136, 145–146
in low-income preschoolers
135, 143–144
overall score
138, 140–144
tasks
See tasks
understanding
8, 133, 154
topic elaboration
children
206, 216–220
parental
204, 206, 216–217 , 219
V
vocabulary
22–24 , 31–34
and extended discourse
27, 32–33
and narrative skills
186
and reading
33–34
and shared reading
226
and syntax
25, 27, 32–33
and word learning
92, 94, 238, 255
expressive
4, 29–30 , 273, 276–278
productive
263–264 , 271, 276–277
receptive
4, 24, 28–30 , 72, 232, 234, 246
stability in
24
W
warrants
9, 151, 155–157 , 159, 164–166
word learning
93–95 , 100–104
writing
alphabetic
49, 61, 63
argumentative
153–154 , 157, 160, 163–166
creative
247
emergent
43, 46–47 , 50–51 , 58–59 , 61, 63
interactive
See interactive
narrative
166
presyllabic
43, 47–48 , 59–60
skills
4, 246
syllabic
47–48 , 59–61
syllabico-alphabetic
47–48 , 60–62
system
43, 47–48 , 54, 63
teaching
246