Tests a new model of the child's meaning-making process in response to literary text. Finds that the model is not disproved and serves as a valid means for adults to share information and ideas about young peoples' transactions with literary texts. (MG)

Using a recursive network transition model for depicting stories to generate two stories of contrasting structure (successive episodes organized by topic and embedded episodes organized by failed and successful goals), a study examined the understanding of the structures by having children in the third through eleventh grades rate each story…

The goal of this study was to analyze the development of the relationship between conceptual and linguistic processes as regards idea ordering and structuring (linearizing), when composing a text. Participants (from 7th graders to University students) were required to compose a text using a list of eleven scrambled ideas. Conceptual rules allow to…

o complementary experiments analyzed the acquisition of text content linearization in writing, in French-speaking participants from third to ninth grades. In both experiments, a scrambled text paradigm was used: eleven ideas presented in random order had to be rearranged coherently so as to compose a text. Linearization was analyzed on the basis…