| The differences between two narrative planning strategies, semantic webs and pictography, were examined. Thirty-one typically developing children in grades three and four were randomly assigned to a pictography or semantic web group. At pre-test, two narratives were elicited by single scene pictures. Students then received training in small groups on the semantic webs or pictography. At post-test, students told two more narratives. Results showed significant time effects for overall narrative scores and number of complete episodes, but there were no interactions with group on these measures. Group differences were found at the post-test in the length of time to tell the narratives and how children used their web/pictograph to tell their narrative. These results suggest that both strategies are useful in improving narrative quality. Furthermore, it appears that pictography can increase the efficiency in which narratives are told which may be a result of the emphasis of plot development. |
