POSTER SESSION 1
Variation in Narrative Capacities
Variation dans les capacités narratives
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
Department of Psychology, 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, Boglárka Komlósi
University of Szeged, Szeged, Hongrie /Hungary
Early human-specific skills and abilities underlying the interpretation of stories,
narratives and actions
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
Università di Cassino, Cassino, Italie /Italy
Describing, interpreting and explaining: The role of executive functions
1.8. Stefania Albano1, Antonella Devescovi1, Simonetta D’Amico2, Assunta Marano2
University of Rome La Sapienza, Rome, Italie /Italy, University 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, 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 et 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 Shiber
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
1
Haifa University, Haifa, Israël /Israel 2Al Qasemi College, 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 Education
Needs.
1.18. Thi-Vân Hoang, Marie-Anne Schelstraete et 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 McCabe3
1
Nanjing 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 Smoczyńska1, Magdalena Kochańska1,, Agnieszka Wątorek2 and Joanna S.
Chłopek2
1
Institute 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 Smoczyńska1, Magdalena Kochańska1,, Agnieszka Wątorek2 and Joanna S.
Chłopek2
1
Institute 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,
Narratives 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
2.9. Nicola Clare Grove1, Natalia Kucirkova2 and Davis Messer2
1
Openstorytellers, 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
1
University 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
1
Université 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
1
The 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
1
University 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 playoriented kindergartens or formal school
2.18. Aram Dorit1, Margalit Ziv1,2, Yaara Fine3 and Marie-Lyne Smadja1,4
1
Tel 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
1
University 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
1
San 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