The effect of two different visual presentation modalities on the narratives of mainstream grade 3 children
CITATION: Klop, D. & Engelbrecht, L. 2013. The effect of two different visual presentation modalities on the narratives of mainstream grade 3 children. South African Journal of Communication Disorders, 60(1):21-26. doi: 10.4102/sajcd.v60i1.6.
The original publication is available at http://www.sajcd.org.za/index.php/sajcd/article/view/6
Objective: This study investigated whether a dynamic visual presentation method (a soundless animated video presentation) would elicit better narratives than a static visual presentation method (a wordless picture book). Method: Twenty mainstream grade 3 children were randomly assigned to two groups and assessed with one of the visual presentation methods. Narrative performance was measured in terms of micro- and macrostructure variables. Microstructure variables included productivity (total number of words, total number of T-units), syntactic complexity (mean length of T-unit) and lexical diversity measures (number of different words). Macrostructure variables included episodic structure in terms of goal-attempt-outcome (GAO) sequences. Results: Both visual presentation modalities elicited narratives of similar quantity and quality in terms of the micro- and macrostructure variables that were investigated. Conclusion: Animation of picture stimuli did not elicit better narratives than static picture stimuli.