Log in

Relevant bibliographies by topics / Storytelling ability in children – Nigeria / Dissertations / Theses

Dissertations / Theses on the topic 'Storytelling ability in children – Nigeria'

To see the other types of publications on this topic, follow the link: Storytelling ability in children – Nigeria.

Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 20 dissertations / theses for your research on the topic 'Storytelling ability in children – Nigeria.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Hui, Pui-shuen Mavis. "The effect of children's attributions of listener knowledge on their telling narratives." Click to view the E-thesis via HKUTO, 1994. http://sunzi.lib.hku.hk/hkuto/record/B36208905.

Full text

Abstract:

Thesis (B.Sc)--University of Hong Kong, 1994.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 29, 1994." Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

2

Wong, Chun-yin Louisa. "The development of the macrostructure of oral narratives." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B36209211.

Full text

Abstract:

Thesis (B.Sc)--University of Hong Kong, 1995.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 28, 1995." Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

3

Ho, Ka-ying Kathy. "Children's use of evaluative devices in telling fictional and personal narratives." Click to view the E-thesis via HKU Scholars Hub, 2007. http://lookup.lib.hku.hk/lookup/bib/B42004901.

Full text

Abstract:

Thesis (B.Sc)--University of Hong Kong, 2007.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2007." Includes bibliographical references (p. 28-30). Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

4

Chu, Ka-lai Joanne. "Effect of retelling on story recall and on inferential comprehension in Cantonese-speaking children." Click to view the E-thesis via HKUTO, 1994. http://sunzi.lib.hku.hk/hkuto/record/B36208875.

Full text

Abstract:

Thesis (B.Sc)--University of Hong Kong, 1994.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 29, 1994. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

5

Chan, Man-ying Killian. "Effects of media input on cohesion of narrative production in Cantonese-speaking children." Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B36207469.

Full text

Abstract:

Thesis (B.Sc)--University of Hong Kong, 2000.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2000." Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

6

Au, Wing-sze Cecilia. "Story-retelling as a measure of expressive language in school-aged children a normative study /." Click to view the E-thesis via HKUTO, 2002. http://sunzi.lib.hku.hk/hkuto/record/B36208139.

Full text

Abstract:

Thesis (B.Sc)--University of Hong Kong, 2002.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2002." Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

7

Leung, Wing-fai. "Evaluative comments in narratives of Cantonese speaking children." Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B36208000.

Full text

Abstract:

Thesis (B.Sc)--University of Hong Kong, 2001.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 4, 2001. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

8

Fung, So-man. "The indication of discourse discontinuity in the narratives of Cantonese-speaking adults and children." Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B3620786X.

Full text

Abstract:

Thesis (B.Sc)--University of Hong Kong, 2001.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 4, 2001." Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

9

Brighouse, Jean Alison. "Coast Salish children's narratives : structural analysis from three perspectives." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28923.

Full text

Abstract:

Narratives serve many functions within a given cultural group. As well as reflecting and transmitting the social values of that group, narratives provide children with a cognitive framework that is an important factor in the learning process. Although the structure of narratives has been described for mainstream children, there is some debate as to whether different cultures share the same narrative structure. A culturally-based difference in narrative structure may contribute to the fact that Native Indian children (as well as children from other minority cultures) are overrepresented among those children who have difficulty in school. The present study set out to investigate whether there was a discernable difference in the structure of narratives told by five Coast Salish children aged 5;0 -8;6 and those told by mainstream children reported in the narrative development research literature. Two types of narratives (personal experience and fictional) were collected and analyzed according to three analysis procedures: high point analysis, which emphasizes evaluation of events; episodic analysis, which emphasizes goal-based action; and poetic analysis, which emphasizes the poetic form of the narratives. The high point analysis revealed that the Coast Salish children ordered events in their stories in a different order than mainstream children do. Both the high point and the episodic analyses showed that the Coast Salish children expressed relationships between events implicitly more frequently than mainstream children. The poetic analysis was the most revealing of potential intercultural differences. This analysis revealed that falling intonation, grammatic closure, lexical markers and shifts in perspective (reference, action, focused participant, time frame, comment, etc.) defined structural units in the narratives of the Coast Salish children. This evidence of structural unit markers was consistent with predictions based on research by Scollon & Scollon (1981, 1984). The results of this investigation have implications for educators and speech-language pathologists in their interaction with Native Indian children. In addition, the results provide a useful indication of the necessary considerations and appropriate procedures for carrying out a more focused study of the narratives of a larger group of Native Indian children.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate

APA, Harvard, Vancouver, ISO, and other styles

10

Gutierrez-Gomez, Catalina. "Effects of English and Bilingual Storybook Reading and Reenactment on the Retelling Abilities of Preschool Children." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278108/.

Full text

Abstract:

The purpose of this study was to investigate the story retelling abilities of preschool children who have experienced storybook reading and storybook reenactment bilingually, in English and Spanish, and preschool children who have experienced storybook reading and storybook reenactment in English only. This is a clinical case study employing both quantitative and qualitative measures comparing four treatment groups. Three evaluation instruments were developed by the researcher and used for posttesting; a story comprehension test, a story retelling guidesheet/scoresheet, and a storybook literacy response evaluation. In addition, participant observation and teacher interviews were used to gather qualitative data regarding learning center extensions of the target text and teacher beliefs and practices about the use of storybooks. The findings from this study show that scores for children who experienced storybook reading and storybook reenactment were significantly better on both the story retelling and story comprehension measures. In addition, a larger proportion of children who experienced storybook reading and reenactment were found to perform at the second level of literacy response on the Levels of Literacy evaluation. No differences were found in relationship to the language used on any of the dependent measures. Findings fromqualitative data showed that children were involved in limited extensions of the storybook read to them regardless of whether they experienced storybook reenactment or discussion. Teacher beliefs and practices related to their role during learning center play was believed to have some influence on children's choices regarding story extensions or dramatic play theme content. Recommendations were made to pre-school teachers that story reenactment was an effective technique with both bilingual and monolingual presentation. Additional research questions were posed also.

APA, Harvard, Vancouver, ISO, and other styles

11

Lam, Tsz-ki. "Developing creativity and problem solving through story telling for preschool children." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35372941.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Tse, Cheung-yin Sharon. "Cohesion in Cantonese-speaking children's picture-elicited narratives." Click to view the E-thesis via HKUTO, 1997. http://sunzi.lib.hku.hk/hkuto/record/B36209521.

Full text

Abstract:

Thesis (B.Sc)--University of Hong Kong, 1997.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1997." Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

13

Jesso, Beulah A. "The effects of parental style on narrative production in preschoolers : an intervention study /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36141.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Lam, Tsz-ki, and 林子琪. "Developing creativity and problem solving through story telling for preschool children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35372941.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Bromley, Tamara Anne. "What does a child's story tell you?" Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1391.

Full text

Abstract:

The stories that students tell in the classroom have the potential to be an invaluable resource for teachers. Through a focus on the language used, these stories can provide teachers with information about their students' sociocultural backgrounds and therefore, the knowledge that students bring to the context of the classroom. In today's diverse classrooms, teachers need to discover this information about their students to enhance the planning process for students' learning. The stories that students tell provide teachers with one avenue by which they can begin to meet the requirements of the Curriculum Framework for Kindergarten to Year 12 Education in Western Australia (Curriculum Council, 1998). The study investigates the potential of collecting and using the language in students' stories, as told in the classroom, to discover information about the students' sociocultural backgrounds. The study took place in a pre-primary classroom situated in the South West of Western Australia. The students' stories were collected, transcribed and analysed. Following this, six students were selected whose stories were notable in their ability to reveal much information about those students' sociocultural backgrounds. The parents of those six students were interviewed in order to confirm or negate the information about the students' sociocultural backgrounds as collected from their stories. The teacher of the class was also interviewed in a bid to confirm or negate the information about all the students' sociocultural backgrounds overall as collected from all the stories. Language was seen as a "key" to use to unlock information about students' sociocultural backgrounds from their stories. A broad definition of story was adopted and an analysis procedure was developed. Both of these tools allowed for a focus on the language in the stories and were used to discover much information about the students' sociocultural backgrounds. The analysis procedure also highlighted some aspects of' the interactions that facilitated the students to tell such stories. As much of the information about the students' sociocultural backgrounds was confirmed and expanded upon by the parents and teacher, it was demonstrated how the stories that students tell can be used to discover more information about the students. Home-school links can be forged or improved upon in the process.

APA, Harvard, Vancouver, ISO, and other styles

16

Halliday, Melissa Ann. "Narrative Skills in Children with Spina Bifida and Hydrocephalus." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1943.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Cable, Amory Law 1969. "An oral narrative intervention for second graders with poor oral narrative ability." Thesis, 2007. http://hdl.handle.net/2152/3550.

Full text

Abstract:

This study examined the effects of a narrative intervention for second graders with poor narrative ability. Second graders in one school were screened for narrative ability and 36 students with poor oral narrative skills were randomly assigned to an intervention or comparison group (no narrative instruction). The intervention group participated in 22, 30-minute small group narrative instruction sessions for 8 weeks. Intervention focused on macrostructure and microstructure aspects of narrative. Before and after the 8-week intervention, students in both groups were evaluated by the Test of Narrative Language (Gillam & Pearson, 2004), a measure of narrative production and narrative comprehension. In addition, students were given a researcher-developed measure that assessed knowledge of specific words encountered in intervention materials. Narratives were also analyzed with respect to microstructure and macrostructure elements. Three separate Analyses of Covariance (ANCOVA) were conducted using the following dependent variables with each pretest score used as a covariate: (1) the narrative comprehension subtest of the Test of Narrative Language (TNL), (2) the oral narration subtest of the TNL, and (3) a researcher-developed vocabulary test. Practical significance effect size results indicated that there was a statistically significant intervention/comparison group difference effect on oral narration ability (effect size = 1.45) and specific vocabulary knowledge (effect size = 1.32); however, there was no significant difference between group posttest scores on the narrative comprehension subtest (effect size = .19). In addition, English language learners in the intervention group (n = 3) performed similarly to their peers.

APA, Harvard, Vancouver, ISO, and other styles

18

Coviello, Elizabeth Anne. "The incorporation of popular culture into Newfoundland school children's narratives /." 2005.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

19

Rose, Alyssa. "Intensive narrative intervention with four inner-city children an interrupted time series analysis /." 2010. http://hdl.handle.net/10048/847.

Full text

Abstract:

Thesis (M.Sc.)--University of Alberta, 2010.
Title from pdf file main screen (viewed on December 8, 2009). "A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Science, Speech Pathology and Audiology." At head of title screen : University of Alberta. Includes bibliographical references.

APA, Harvard, Vancouver, ISO, and other styles

20

Joubert, Christina Margaretha. "Storievoltooiing : 'n projeksiemedium vir gebruik by elf- tot veertienjariges." Diss., 1998. http://hdl.handle.net/10500/17033.

Full text

Abstract:

Afrikaans text
Hierdie navorsing spruit uit die behoefte om doeltreffendheid van hulpverlening by kliente in die ouderdomsgroep elf- tot veertien jaar te verbeter. Die doel was om vas te stel of die projeksietegniek storievoltooiing by vroee adolessente nuttige responsies oplewer. Twee bestaande storievoltooiingsmedia, naamlik die Doss Fabels en die Madeleine Thomas Toets is toegepas saam met ander projeksiemedia en die responsies wat by storievoltooing gekry is, is geevalueer. Deur middel van 'n literatuurstudie is die eienskappe van die vroee adolessent nagegaan. Daar is spesiale aandag gegee aan die probleme wat kliente in hierdie ouderdomsgroep by hulpverlening vir die hulpvertener oplewer. Navorsing dui daarop dat die vroee adolessent 'n relatief hoe risiko loop om wordingsprobleme te ontwikkel. Vanwee die kenmerke van hierdie spesifteke ontwikkelingstadium, is erkende metodes van hulpverlening soos onderhoudvoering, nie altyd die aangewese of mees suksesvolle metode van hulpverlening nie. Tydens die empiriese ondersoek is gevind dat die proefpersone gunstig gereageer het op die storievoltooiingsmedia en nuttige responsies gelewer het. Die gevolgtrekking is gemaak dat storievoltooing as tegniek, moontlik 'n rol te speel het naas die meer bekende projeksiemedia soos die TAT en die OAP as hulpmiddel by diagnose van probleme by vroee adolessente.
This reseach evolved from the need to increase the efficiency of therapy with early adolescents. The objective was to establish whether story completion as projective technique elicits useful responses. Two existing story completion media, the Duss Fables and the Madeleine Thomas Test, were applied in addition to other projection media and the responses were evaluated. The characteristics of the early adolescent were studied as found in the literature. Research indicates that the early adolescent is at risk for various ontological and psychological problems. Because of the characteristics of clients in this specific developmental stage, accepted techniques in therapy, for example the interview, are not entirely successful when counseling early adolescents. It was found that testees responded positively to the story completion media and produced useful responses. The conclusion was that story completion may have a role to play as an instrument in diagnosing the problems of early adolescents.
Psychology of Education
M. Ed. (Voorligting)

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!