Expressively oriented literary programs improved ToM, emotion understanding, and self-reported insight in children and adolescents¶

Claim · All claims
Evidence · 1 study (3 entries) · review r3 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? RORI significantly enhanced ToM skills in second- and third-grade students with social difficulties. → Luciano Gasser · Yvonne Dammert · P. Karen Murphy 2022 q2 i? Compared with a control group, children in the Reading and Feeling program improved more in emotion vocabulary and understanding. → Luciano Gasser · Yvonne Dammert · P. Karen Murphy 2022 (2) q2 i? Adolescents in TDLT improved in self-reported insights into self and others, imagination of fictional social worlds, and attention to outstanding language. → Luciano Gasser · Yvonne Dammert · P. Karen Murphy 2022 (3)

Evidence¶

Luciano Gasser · Yvonne Dammert · P. Karen Murphy 2022¶

Luciano Gasser · Yvonne Dammert · P. Karen Murphy. (2022). How Do Children Socially Learn from Narrative Fiction: Getting the Lesson, Simulating Social Worlds, or Dialogic Inquiry? Educational Psychology Review (2022) 34:1445–1475. https://doi.org/10.1007/s10648-022-09667-4

q2 · i? · review · r3

The review reports, citing Lysaker et al. (2011), that the Relationally Oriented Reading Intervention, which models social imagination of fictional characters' perspectives using connection stems, improved ToM measures in young students with social difficulties.

"RORI significantly enhanced ToM skills (e.g., RMET and faux pas) in second- and third-grade students with social difficulties (Lysaker et al., 2011)."

Luciano Gasser · Yvonne Dammert · P. Karen Murphy 2022 (2)¶

Luciano Gasser · Yvonne Dammert · P. Karen Murphy. (2022). How Do Children Socially Learn from Narrative Fiction: Getting the Lesson, Simulating Social Worlds, or Dialogic Inquiry? Educational Psychology Review (2022) 34:1445–1475. https://doi.org/10.1007/s10648-022-09667-4

q2 · i? · review · r3

The review reports, citing Kumschick et al. (2014), a two-month control-group program using high-literary-quality children's books, staged readings, open discussions, and creative tasks; the intervention group outperformed controls on emotion vocabulary and understanding.

"The study findings revealed that compared with children from the control group, those from the intervention group improved more in their emotion vocabulary and understanding."

Luciano Gasser · Yvonne Dammert · P. Karen Murphy 2022 (3)¶

Luciano Gasser · Yvonne Dammert · P. Karen Murphy. (2022). How Do Children Socially Learn from Narrative Fiction: Getting the Lesson, Simulating Social Worlds, or Dialogic Inquiry? Educational Psychology Review (2022) 34:1445–1475. https://doi.org/10.1007/s10648-022-09667-4

q2 · i? · review · r3

The review reports, citing Schrijvers et al. (2019a), that Transformative Dialogic Literature Teaching, using nine high-literary-quality short stories with internal and external dialogues, improved adolescents' self-reported sociomoral and literary outcomes versus regular literature teaching.

"Compared with students that receive regular literature teaching, students from the TDLT group improved in their self-reported insights into self and others (e.g., "Story reading offers me insight into what other people are like"), imagination of fictional social worlds (e.g., imagery, experience-taking, and sympathy for characters), and attention to outstanding language."

Discussion¶

Learner Variables¶

• Emotional Intelligence — outcome: instruction changes it

Related Claims¶

• Reading fiction gives at most a very small gain on theory-of-mind and social-cognition tasks, and the single-passage literary-fiction effect did not replicate — related
• Lifetime exposure to narrative fiction correlates with ToM and empathy, but correlational designs preclude causal conclusions — related