Sich Einschreiben in narrative Muster für vorgestellte Erfahrung

Schriftliches Erzählen im Kontext von Wort und Bild

Abstract

This article presents central results of an empirical study about narrative pattern formation of primary school age. Against the background of a cognitive orientated narratological approach the study focusses on the correspondences between expressions for imagined experience in the pupils’ stories and the narrative input. The findings suggest that a receptive access that fosters the generation of storyworlds and the imagination of experience is relevant to learning to write.