The pictographic representation of narratives is a useful strategy for both
developing language and compensating for weak writing in individual and inclusive
language intervention settings. To determine the immediate effects of this strategy,
61 children, aged 7;10-9;1, were taught pictography. They then drafted and told
imaginative narratives using one of three notations: writing, art drawing and
pictography; and wrote ‘good copies’ of their drafts. The
results showed that pictography was faster than the other two representational forms
and resulted in longer oral narratives with increased temporal organization. Written
good copy narratives showed no differential benefit across representational forms.
Lower and higher achieving children showed similar patterns of benefits.
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