The Effect of Story Grammar Instruction on the Story Comprehension Ability and Story Grammar Sequence of Children
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Abstract
The purpose of this study is to explore the influence of story grammar instruction on the
story grammar sequence and story comprehension ability of children. The subjects were
children at a public kindergarten affiliated with an elementary school in Taitung, and they
were divided into an experiment group and a control group. The two groups of children were
simultaneously engaged in guided readings of picture books, and the experiment method was
used to conduct story grammar instruction, in order to assist the children establishing story
grammar elements and the story grammar sequence when telling stories. The Mann-Whitney
U-test and sequential analysis were conducted to analyze the differences in grammar and
sequence when the children tell stories. The results indicate that: () in the Mann-Whitney U-test,
the experiment group shows significance in “initial event and “internal response”; () when
evaluating the story grammar sequence of stories being told with sequential analysis, it is found
that children tell stories with more comprehensive grammar and sequence in the post-test, and
there is a significant decrease in the repetition of the same story grammar element. The results
can provide a basis for discussion on teaching results and suggestions for future studies.
Key words: Story Comprehension, Sequential Analysis, Story Grammar.





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26-


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