SHS Web of Conferences
Volume 16, 20159th International Conference : “Literacies and Effective Learning and Teaching for All” / “Littéracies, apprentissage et enseignement pour tous”
|Number of page(s)||14|
|Section||Articles in English/Articles en Anglais|
|Published online||30 March 2015|
Assessing elementary school pupils' narrative skills. A longitudinal study of the impact of current Greek language teaching practices
Department of Elementary Education, University of Patras, Patras, Greece
a e-mail: email@example.com
The aim of the present paper is to discuss the findings of a research study focusing on the narrative writing skills of Greek elementary school 6th grade pupils, comparing the pupils' performance before the current language teaching material was introduced, and both one and six years after its implementation. An effort was also made to explore whether the pupils' skills are influenced by gender, social background and teachers' practices regarding written discourse production. The research participants come from 10 public elementary schools. The findings of the study indicate that, already after the first year, the pupils' narrative skills display a remarkable improvement, which is even further increased after six years. It also suggests that their skills relate to their gender, social background, and current teachers' practices. Despite a general enhancement, the pupils of the sample overall display a mediocre performance.
© Owned by the authors, published by EDP Sciences, 2015
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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