The effect of two different visual presentation modalities on the narratives of mainstream grade 3 children

Simple item page
dc.contributor.authorKlop, Daleenen_ZA
dc.contributor.authorEngelbrecht, Lizanneen_ZA
dc.date.accessioned2015-04-09T10:12:06Z
dc.date.available2015-04-09T10:12:06Z
dc.date.issued2013-11
dc.descriptionCITATION: 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.en_ZA
dc.descriptionThe original publication is available at http://www.sajcd.org.za/index.php/sajcd/article/view/6en_ZA
dc.description.abstractObjective: 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.en_ZA
dc.description.versionPublishers Versionen_ZA
dc.format.extentpages 21-26 : illustations
dc.identifier.citationKlop, 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.en_ZA
dc.identifier.issn2225-4765 (online)en_ZA
dc.identifier.issn0379-8046 (print)en_ZA
dc.identifier.otherdoi:10.4102/sajcd.v60i1.6en_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/96477
dc.language.isoen_ZAen_ZA
dc.publisherAOSIS Publishingen_ZA
dc.rights.holderAuthors retain copyrighten_ZA
dc.subjectSpeech therapy for children -- Technological innovationsen_ZA
dc.subjectComputer-assisted instructionen_ZA
dc.subjectLanguage disorders in children -- Therapy -- Technological innovationsen_ZA
dc.subjectCommunicative disorders in children -- Therapy -- Technological innovationsen_ZA
dc.subjectStorytelling ability in childrenen_ZA
dc.subjectPictures in educationen_ZA
dc.titleThe effect of two different visual presentation modalities on the narratives of mainstream grade 3 childrenen_ZA
dc.typeArticleen_ZA
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
klop_effect_2013.pdf
Size:
749.1 KB
Format:
Adobe Portable Document Format
Description:
Download article
Download
License bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
license.txt
Size:
1.95 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Research Articles (Speech-Language and Hearing Therapy)