title: Written narrative practices in elementary school students.
abstract: BACKGROUND
  Promotion of a written narratives production program in the third grade of an Elementary School.
  
  
  OBJECTIVE
  To analyze two written narrative practice proposals in order to verify which resources are more efficient in benefitting the textual productions of third grade Elementary School students.
  
  
  METHODS
  Sixty students were selected from two third grade groups of a public Elementary School in São Paulo (Brazil). For the analysis, students were divided into two groups (Group A and Group B). Fourteen children's storybooks were used. In Group A, the story was orally told by the researchers in a colloquial manner, keeping the narrator role and the original structure proposed by the author. In Group B, the story was fully read. The book was projected onto a screen and read aloud so the students could follow the reading and observe the corresponding illustrations. Voice changing resources in the characters' dialogues were used.
  
  
  RESULTS
  In the overall comparison, statistically significant results were found for moment (initial and final assessments) and for interaction between groups. It was observed that both groups presented substantial development from initial to final assessment.
  
  
  CONCLUSIONS
  The Written Narratives Promotion Program based on the shared reading of children's storybooks constituted a more effective strategy than telling the stories using a single reader.
authors.affiliation: Universidade de São Paulo. soroso@globo.com
authors.forename: Soraia
authors.initials: S
authors.lastname: Romano-Soares
authors.forename: Aparecido José Couto
authors.initials: AJ
authors.lastname: Soares
authors.forename: Maria Silvia
authors.initials: MS
authors.lastname: Cárnio
mesh_terms: D000704:Analysis of Variance; D001938:Brazil; D002648:Child; D006801:Humans; D033262:Narration; D015397:Program Evaluation; D015203:Reproducibility of Results; D014705:Verbal Behavior; D014706:Verbal Learning; D014956:Writing