Narrative Skills and Genre Based Literacy Pedagogy Teaching Material: The Case of Greek Upper Elementary School Pupils One Year after the Implementation of the Current Teaching Material

By Anna Fterniati.

Published by The International Journal of Literacies

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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

The International Journal of Literacies, Volume 19, Issue 4, pp.53-67. Article: Print (Spiral Bound). Article: Electronic (PDF File; 293.923KB).

Dr. Anna Fterniati

Assistant Professor, Department of Elementary Education, University of Patras, Rio, Patras, Greece

Anna Fterniati is an assistant professor in language education at the Department of Elementary Education of the University of Patras in Greece. She has participated in various research projects, and has published papers and books in the field of language education, literacy pedagogy-written discourse instruction, and multiliteracies. She also has experience and publications in curriculum design, development, and assessment.