An Experimental Study On The Effect Of Peer Shared-book Reading On Narrative Ability Of Senior Group Children

Narrative ability is an important indicator for evaluating children’s language ability,which is of great significance to young children’s literacy and cognitive development.This study mainly examines the effect of peer shared-book reading on the narrative ability of senior group children.In this study,58 students from a kindergarten in Shenyang city were selected as research subjects and randomly divided into experimental group and control group according to the educational experiment method.The experimental group make use of peer shared-book reading and the control group use autonomous reading.The researcher used 8 picture books as reading material to conduct a 16-week experimental study on two groups of children respectively to examine the influence of peer shared-book reading on children’s narrative ability.Statistical analysis was performed on SPSS 20.0 before and after the test group and the control group this study.The narrative ability of children in the experimental group was significantly improved in the two dimensions of narrative structure and narrative evaluation.The result of children’s narrative ability of control group was not significant.These results provide further evidence that the role of peer shared-book reading in the development of children’s narrative ability.From the research results,there are the following conclusions:1.Peer shared-book reading can effectively promote the development of the top class children’s narrative ability.2.Peer shared-book reading can better promote development of "narrative structure" and "narrative evaluation" of the top class children than autonomous reading.3.There are no gender differences in the influence of the peer shared-book reading on the top class children’s narrative ability.This study only focuses on the impact of peer shared-book reading on the top class children’s narrative abilities,hoping to stimulate more research on the impact of peer-sharing reading on the development of other aspects of children’s development.