FROM MICROSTRUCTURE TO MACROSTRUCTURE: HOW DO 5TH-GRADE CHILDREN ORGANIZE NARRATIVES IN ORAL RETELLING?
DOI:
https://doi.org/10.56238/arev8n1-075Keywords:
Retelling, Microstructure, Macrostructure, Reading Comprehension, Narrative OrganizationAbstract
This study investigates how fifth-grade students organize narratives in oral retellings, examining processes related to textual microstructure and macrostructure. Drawing on the Construction–Integration Model (KINTSCH, 1988) and the Causal Network Model (TRABASSO, VAN DEN BROEK & SUH, 1989), we analyzed how students represent propositions, select essential events, structure causal relations, and maintain global coherence when reconstructing a story. Empirical data were obtained from 124 students enrolled in public schools in southern Brazil. Retellings were segmented into propositions and coded according to ANELE–COMTEXT categories, including number of propositions, main causal chain, inferences, interferences, and reconstructions (CORSO et al., 2017). Results revealed substantial variability in students’ ability to identify central narrative elements. Many focused on peripheral micropropositions and had difficulty recovering the causal nucleus of the story. Higher-performing students integrated micro- and macrostructure, reconstructed coherent episodes, and produced appropriate inferences. Findings suggest that retelling is a sensitive instrument for identifying depth of comprehension and have implications for instructional practices aimed at promoting narrative understanding in elementary education.
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