Abstract
The main research aim of this study was to explore the effects of a clinician-prompted peer-assisted storybook intervention on the oral narrative generations of preschool-age DLLs, extending the research on peer-assisted learning to the ECEC setting and a DLL population. Three-to six-year old DLLs (N = 24) who were exposed to Turkish from birth on and who had varying degrees of German input and who were struggling narrators based on an oral picture book story generation in German, were randomly assigned to Peer Tutoring (PT), Peer Play (PP), or Control group condition (CG). Children in the PT (n = 8) and in the PP condition (n = 8) were then paired up with a tutor (n = 16), i.e., a child from the same ECEC institution with advanced oral fictional narrative skills.
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© 2016 Springer Fachmedien Wiesbaden
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Licandro, U. (2016). Discussion Study II. In: Narrative Skills of Dual Language Learners. Diversität in Kommunikation und Sprache / Diversity in Communication and Language. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-14673-3_10
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DOI: https://doi.org/10.1007/978-3-658-14673-3_10
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Publisher Name: Springer VS, Wiesbaden
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Online ISBN: 978-3-658-14673-3
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