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POSTER SESSION 1
Variation dans les capacités narratives
Variation in narrative capacities

Jeudi 6 Septembre 2012
Thursday September 6th, 2012
16h00-17h30

 

1.1.     Christin Köber and Tilmann Habermas

University of Frankfurt a.M., Frankfurt am Main, Allemagne /Germany

A longitudinal study of global coherence in life narratives from age 8 to 70

 

1.2.     Chiara Fioretti and Andrea Smorti 

University of Florence, Florence, Italie /Italy

The experience of cancer in childhood: Analysis of autobiographical narratives

 

1.3.     Franca Tani and Stella Cutini  

University of Florence, Florence, Italie /Italy

Narratives about gender-based violence

 

1.4.     Helena Vellinho Corso, Tania Mara Sperb and Jerusa Fumagalli de Salles

Universidade Federal do Rio Grande do Sul, Porto Alegre, Brésil /Brasil 

Neuropsychological predictors of retelling of coherent narratives

 

1.5.      Lívia Ivaskó, Zsuzsanna Lengyel and Boglárka Komlósi 

University of Szeged, Szeged,  Hongrie /Hungary

Early human-specific skills and abilities underlying the interpretation of stories, narratives and action

 

1.6.     Elise Drijbooms

Radboud University, Nijmegen, Pays Bas /The Netherlands

Cognitive and linguistic processes in oral and written storytelling

 

1.7.   Alice Scalera, Filippo Petruccelli and Maria Silvia Barbieri

University of Cassino, Cassino, Italie /Italy

Describing, interpreting and explaining: The role of executive functions

 

1.8.   Stefania Albano1, Antonella Devescovi1, Simonetta D’Amico2 and Assunta Marano2

1University of Rome La Sapienza, Rome, Italie /Italy, ²University of L’Aquila, L’Aquila, Italie /Italy 

Language and socio-cognitive development: Nonverbal skills and linguistic aspects involved in children’s narrative production

 

1.9.     Juliane Stude 

Technische Universität Dortmund, Dortmund, Allemagne /Germany

What do children know about narratives? Resources in the acquisition of narrative competence across the transition from preschool to elementary school

 

1.10. Akke de Blauw, Anne Baker and Judith Rispens

University of Amsterdam, Amsterdam, Pays-Bas /Netherlands

Precursors of narrative ability: Significance of early non-present-talk at home

 

1.11. Agnès Witko, Debbie Borger and Karine Segur-Aubourg 

Université Claude Bernard, Lyon 1, Lyon, France

Le niveau d’études de la mère : une source de variation dans une situation de lecture partagée entre des enfants de 24 mois et leur mère

 

1.12. Enrica Ciucci, Gian Paolo Donzelli, Susanna Silei, Ilenia Scaramelli, Chiara Fioretti and Andrea Smorti

University of Florence, Florence, Italie /Italy

Parental narratives on children’s cardiac illness: The role of re-telling stories in teller’s psychological change

 

1.13. Rachel Schiff, Amalia Bar-On and Yifat Schiber

Bar-Ilan University, Ramat-Gan, Israël /Israel

The effect of socioeconomic status on oral narrative production in Hebrew-speaking kindergarten children

 

1.14.  Elizaveta Khachaturyan

University of Oslo, Olso, Norvège/Norway

Telling stories in different languages: What changes?

 

1.15. Judy Kupersmitt1,2, Rachel Yifat1 and  Shoshana Blum-Kulka3

1Haifa University, Haifa, Israël /Israel  2Al Qasemi Academic Teachers’ College, Baqa-El-Gharbia, Israël /Israel 3The Hebrew University of Jerusalem, Jerusalem, Israël /Israel

The development of coherence and cohesion in monolingual and sequential bilingual children’s narratives: same or different?

 

1.16. Dorota K. Celinska

Roosevelt University, Chicago, ILL, EU /USA

Narrative performance of ethnically and educationally diverse adolescents

 

1.17. Nicola Clare Grove, Jane Harwood, Vicki Ross, Thea Rogers and Judy Dumont

Openstorytellers, Frome, Somerset, RU /UK

Telling personal experiences through StorysharingTM in children with Special Educational Needs

 

1.18. Thi-Vân Hoang, Marie-Anne Schelstraete and Isabelle Roskam 

          Université catholique de Louvain, Louvain-la-Neuve, Belgique /Belgium  

         Le rôle du développement du langage et des fonctions exécutives sur la narration chez les jeunes enfants vietnamiens présentant des troubles externalisés du comportement 

      

1.19. Fangfang Zhang1, Jing Zhou2 and Allyssa McCabe

1Nanjing Normal University, Nanjing, Chine /China, 2East China Normal University, Shanghai, Chine /China, 3University of Massachusetts, Lowell, MA, EU /USA

The study on the narrative development of young Chinese children with Specific Language Impairment aged 4-6

 

1.20. Magdalena Smoczy?ska1 Magdalena Kocha?ska1, Agnieszka W?torek2 and Joanna S. Ch?opek2

1Institute of Educational Studies, Varsovie /Warsaw, Pologne /Poland, 2Jagellonian University, Cracovie /Kraków, Pologne /Poland

Development of oral narrative skills in Polish SLI and typically developing children from 5 to 10: A longitudinal study

 

1.21. Magdalena Smoczy?ska1, Magdalena Kocha?ska1, Agnieszka W?torek2 and Joanna S. Ch?opek2

1Institute of Educational Studies, Varsovie /Warsaw, Pologne /Poland, 2Jagellonian University, Cracovie /Kraków, Pologne /Poland

Oral and written narratives of Polish SLI and typically developing 10-year-olds

 

1.22. Phyllis Schneider and Allison Menard  

University of Alberta, Edmonton, Canada

Review of three tests of children’s narrative ability

 

1.23.  Phyllis Schneider

University of Alberta, Edmonton, Canada  

The effects of story task on results in narrative research

 

POSTER SESSION 2
Rôle de la narration, effets des interventions, narration et littératie
Role of narratives, Effects of intervention, Narrative and literacy

 

Vendredi, 7 Septembre, 2012

 Friday, September 7th, 2012

 10h30-12h00

 

2.1.       Nadia Bedda Zekri

Université Paris Ouest Nanterre La Défense, MoDyCo, Nanterre, Paris, France

Conduites narratives et enseignement/ apprentissage du FLE

 

2.2.       Leah R. Paltiel-Gedalyovich1, Chen Lederer2 and Anat Tavor2

1« Hedim » Institutes of Audiology, Ber-Sheva, Israël/Israel, 2« Hedim » Institutes of Audiology, Hadera, Israël/Israel

Narrative provides a three-paned window to Hebrew-speaking children’s language development

 

2.3.       Veronica Ornaghi and Ilaria Grazzani

University of Milano-Bicocca, Milan, Italie /Italy

Training children in emotion understanding through stories: Implications for social cognition

 

2.4.     Anna Berner, Kerstin Nachtigäller, Anouschka Foltz and Katharina J. Rohlfing

Bielefeld University, Bielefeld, Allemagne /Germany

Does emotional narrative context influence fast mapping and retention of newly learned words?

 

2.5.       Kathleen Hipfner-Boucher, Trelani Milburn and Luigi Girolametto

University of Toronto, Toronto, Canada

The contribution of narrative performance to phonological awareness in the preschool years

 

2.6.       Victor Millogo et Alain Gaufreteau 

CeRCA – CNRS, Université de Poitiers, Poitiers, France

Relation entre les capacités linguistiques et les compétences narratives

 

2.7.       Emmanuelle Canut

Université Nancy 2, Nancy, France

Raconter pour apprendre à parler avant d’apprendre à lire : Un dispositif d’aide aux enfants issus de milieux défavorisés

 

2.8.       Khan Kiren, S. and Nelson Keith, E.

The Pennsylvania State University, University Park, PA, EU /USA

Optimizing conditions for learning new narrative skills in early childhood

Last minute notice: This poster will not be presented/ Notice de dernière minute : Ce poster ne sera pas présenté

 

2.9.       Nicola Clare Grove1, Natalia Kucirkova2 and Davis Messer2

1Openstorytellers, Frome, Somerset, RU/UK 2The Open University, Milton Keynes, RU/UK

Narratives facilitated by the “Our Story app” in typically developing children and in a child with Special Education Needs

 

2.10.   Victoria Joffe, Sarah Raymond, Cristina Losito and Michelle Sahadi

City University London, London, RU/UK

Enhancing narrative development in adolescents with language impairments: A randomized control trial

 

2.11.Kathleen Hipfner-Boucher1, Trelani Milburn1, Luigi Girolametto1, Janice Greenberg2, Elaine Weitzman2 and Janette Pelletier1

1University of Toronto, Toronto, Canada, 2The Hanen Centre, Toronto, Canada

Intervention effects on the narrative performance of EL1 and EAL preschoolers with varying levels of English exposure

 

2.12.   Émilie Gervais-Moreau, Pauline Sirois et Andrée Boisclair   

Université de Laval, Québec, Canada

Interventions développementales auprès d’un enfant hispanophone d’âge maternelle ayant besoin de mesures de francisation


2.13.   Tatiana Yu. Sazonova

Richard J. Daley College, Chicago, ILL., EU /USA

Metalinguistic awareness and narrative reading comprehension

 

2.14.   Emmanuèle Auriac-Slusarczyk1, Marie-Hélène Foulquier1, Luc Baptiste1 et Bernard Slusarczyk2

1Université Blaise Pascal, Clermont-Ferrand, France, 2Université Stendhal, Grenoble, France

C’est pas moi ! Récits écrits d’une narration travaillée collectivement à l’oral au CP

 

2.15.   Abeer Shaheen1, Shoshana Blum-Kulka1 and Sigal Uziel-Karl 2

1The Hebrew University of Jerusalem, Jerusalem, Israël /Israe, 2Ono Academic College and Haifa University, Haifa, Israël /Israel  

The contribution of narrative skills to children’s achievements in reading comprehension in a diglossic context

 

2.16.   Hrafnhildur Ragnarsdóttir and Freyja Birgisdóttir

University of Iceland, Reykjavík, Islande /Iceland

Do narrative skills in 1st grade contribute independently to the variance in reading skills in 3rd grade? A longitudinal study of Icelandic children

 

2.17.   Sebastian Suggate1, Elaine Reese2, Wolfgang Lenhard3 and Wolfgang Schneider3

1University of Regensburg, Regensburg, Allemagne /Germany, 2University of Otago, Dunedin, Nouvelle-Zélande /New Zealand, 3University of Würzburg, Würzburg, Allemagne /Germany          

Language and literacy development as a function of whether children attend play-oriented kindergartens or formal school

 

2.18.   Aram Dorit1, Margalit Ziv1,2, Yaara Fine3 and Marie-Lyne Smadja1,4

1Tel Aviv University, Tel Aviv, Israël /Israel 2Al Qasemi Academic Teachers’ College, Baqa-El-Gharbia, Israël /Israel 3Oranim Academic College, Tivon, Israël /Israel 4Center of Academic Studies, Or Yehuda, Israël /Israel

Enriching parent-child conversations and children’s narration skills via shared reading

 

2.19.   Adele Proctor1 and Jie Zhang2

1University of Illinois, Urbana-Champaign, ILL, EU /USA, 2Western Kentucky University, Bowling Green, Kentucky, EU /USA

Home literacy experiences and oral narrative skills among low-income African American children

 

2.20.   Helen Chen Kingston, James S. Kim, Lisa Hall Foster, Mary Burkhauser and Bethany Mulimbi

Harvard University, Cambridge, MA, EU /USA

Do children’s oral retellings of narrative and expository texts predict transfer to standardized reading comprehension tests?

 

2.21.   Victoria Joffe, Cristina Losito, Sarah Raymond and Michelle Sahadi

City University London, London, RU /UK

Oral narrative abilities of adolescents with poor literacy skills

 

2.22.   Lara Polse 1,2 and Judy Reilly1

1San Diego State University, San Diego, CA, EU /USA, 2University of California San Diego, CA, EU /USA

Exploring the relationship between single word reading, reading comprehension, and narrative performance in typically developing children and high functioning children with autism