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- W333558319 abstract "A study examined emergent readers' reconstructions of familiar storybook texts for evidence of cohesive harmony. The study focused on: the range of cohesive harmony; whether the level of cohesive harmony would reach linguistic significance; and whether patterns within the original text would emerge. Fourteen inner-city kindergartners were interviewed after naving heard a story 3-4 times in the week prior to the interview. Lesults indicated that children's story reconstructions ranged from having no cohesive harmony to a level that approached the original text. Slightly over half of the reconstructed texts reached linguistic significance. Several children seemed to focus on and elaborate upon the patterned segments of the original text. Further study of text types as well as longitudinal research is necessary to increase understanding of the development of cohesive harmony in composition-related tasks among young children. (Four figures are included; 20 references are attached.) (Author/PRA) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** PAPER PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOC. Conference, Chicago, April 1991 Cohesive Harmony Cohesive Harmony in Stories Reconstructed by Emergent Readers Beverly Otto Department of Curriculum & Instruction Northeastern Illinois University PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). Running Head: COHESIVE HARMONY U.S. DEPARTMENT OF EDUCATION Off Ka of Educational Rues ich and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) ij This document has been reproduced as received born the person or organization originating it 173 Minor Changes have bawl made to improve reproduction Qualay Points of view Or Opinions stated in this docu. ment do not necessarily represent official OERI position or policy Author Notes Preparation of this article was supported by a Spencer Foundation Grant to the author. Appreciation is extended to Heidi Luksa and Shannon Simmons for their assistance in data transcription; to Robert Hirsch for his assistance in preliminary data analysis; and to Beverly Cox of Purdue University for her work on data analysis and comments 'an a draft of this article." @default.
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- W333558319 date "1991-04-01" @default.
- W333558319 modified "2023-09-27" @default.
- W333558319 title "Cohesive Harmony in Stories Reconstructed by Emergent Readers." @default.
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