This article presents and discusses the findings of a research study on the issue of literacy competency, focusing on the narrative written text production. The study examines the narrative text writing skills of 11-12 year old students (attending the last grade of Greek elementary school), before and after the first year of implementing the language teaching material introduced in 2006-07, considered to be consistent with the logic of genre based literacy pedagogy. It also investigates whether parameters such as gender, socio-educational background, and teachers’ practices regarding students’ written discourse production influence such performances. The students’ narrative skills were examined using part of the written composition test of the IEA - International Association for the Evaluation of Educational Achievement (the part assessing the narrative text), revised and adapted to the Greek language and educational context. Analysis of the pre- and post-implementation data suggests that after the first year of implementing the current teaching material, the pupils’ narrative skills display a considerable increase. Additionally, their performances are related to their gender, social background, and practices regarding students’ written discourse production.
|Keywords:||Literacy, Narrative Genre, Narrative Skills, Genre-based Literacy Pedagogy, Textual Competence, Written Discourse Production, Writing Assessment, Language Arts Textbooks, Primary Education, Elementary School|
Assistant Professor, Department of Elementary Education, University of Patras, Rio, Patras, Greece