A Study to Assess the Effectiveness of Written Retellings of Stories to Increase Reading Comprehension PDF Download
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Author: Cheryl L. Wisch
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 86
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Author: Cheryl L. Wisch
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 86
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Author: Rebecca Ailina Schisler
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 220
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The results indicated that comprehension gains were made for all five of the students who participated in the study. Specifically, for the participant group, the oral and written retelling procedures led to similarly greater gains in overall comprehension when compared to the passage review procedure. The oral retelling procedure was found to be the most efficient in terms of increasing comprehension performance. Preferences for instructional approaches varied among participants. Social validity results indicated that all three instructional techniques are socially valid ways to teach reading comprehension skills to students identified as having reading comprehension difficulties.
Author: Kevin Henkes
Publisher: Harper Collins
ISBN: 0061119741
Category : Juvenile Fiction
Languages : en
Pages : 34
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Book Description
She was a perfect baby, and she had a perfect name. Chrysanthemum. Chrysanthemum loved her name—until she started school. A terrific read-aloud for the classroom and libraries!
Author: Anna Ramos
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 116
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Book Description
This study explores a teaching strategy that effectively scaffolds literature and reading instruction. Oral retellings involve students in listening to quality literature, discussing story structure, and retelling the story in their own words. Research has found that oral retellings improve reading comprehension in both proficient and nonproficient readers. This study inquires whether oral retellings are an effective strategy for improving the reading comprehension of second language learners. Participants were coached and guided through the oral retelling process for a time period of four weeks. All students were at the intermediate or early advanced stage of English language acquisition. The results of the study show that participants in the oral retelling group significantly improved their reading comprehension. Students participating in oral retellings also benefited by gaining confidence while speaking in public, increasing their English vocabulary, and becoming personally involved in literature. Key Words: Literature, Literacy Scaffold, Oral Language Development, Reading Comprehension, Retelling, Second Language Learners, Story Structure.
Author: Brandi Michelle Fontenot
Publisher:
ISBN:
Category : Oral reading
Languages : en
Pages : 126
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Comprehension is an essential component of reading proficiency that produces long-term gains for learners. However, many upper elementary school-age children struggle with reading comprehension. The purpose of the current study was to evaluate the effects of a self-monitoring intervention on reading comprehension for three elementary school-age children with reading delays. Two studies were conducted. In Study 1, behavioral skills training was used to teach participants the elements of a story retell and how-to self-monitor their own story retells. In Study 2, a multiple baseline design across participants was used to evaluate the effects of self-monitoring on four dependent variables: a) oral retell accuracy, b) oral retell fluency, c) oral reading fluency, and d) responses to comprehension questions. Results of Study 1 suggest that behavioral skills training was used to effectively teach the elements of a story retell and self-monitoring to all three participants. Results of Study 2 suggest that self-monitoring increased oral retelling fluency, oral retelling accuracy, and reading comprehension. Few differences were observed for oral reading fluency. Results, limitations, and implications for reading instruction are discussed.
Author: Andrew D. Cohen
Publisher: University of Minnesota Center for Advanced Research on Language Acquisition
ISBN: 9780972254540
Category : Language and languages
Languages : en
Pages : 193
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Book Description
Styles- and strategies-based instruction helps students become more aware of their learning style preferences and gives them a set of strategies to maximize their language learning ability. This guide helps teachers to identify the individual needs of their students and incorporate opportunities for students to practice a wide range of strategies for both language learning and language use. Each chapter in this guide begins with background material on topics related to styles- and strategies-based instruction and provides a bridge from theory to practice by including fun, hands-on activities for teachers to use in their own classrooms. This guide is a complete revision of Strategies-Based Instruction: A Teacher-Training Manual (1997). While it is now more explicitly targeted at the classroom teacher, it also includes important information for professionals engaged in research and teacher development.
Author: Robin Pulver
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Author: Catharine Horne Farrell
Publisher: San Francisco Study Center
ISBN: 9780936434049
Category : Storytelling
Languages : en
Pages : 27
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Book Description
Storytelling has long been a part of our culture, and teachers should recognize its value as a pedagogical tool. The Word Weaving program, an experimental storytelling program, includes folk tales, literary tales, adaptations, and original and true stories from the teller. In it, all stories are simply told to a class without a book in evidence. Because experience with Word Weaving techniques had suggested that storytelling provides several benefits to students, a study was conducted to investigate and document the effects of a full-year Word Weaving program. Subjects were two groups of 13 primary grade students, one control and one experimental. Teachers of the experimental group were trained in and used Word Weaving techniques. Identical procedures involving students retelling a story and then creating a new story based on it were used first in October then again in May. Four measures of language usage were obtained: fluency, vocabulary, descriptive language, and recall. Results indicated that although the two groups were equally fluent at first, by the end of the year, the experimental group told longer stories than they did earlier and also significantly outperformed the control group. Although the retelling data showed no significant differences between the experimental and control groups on any of the dependent variables, the experimental group did show greater gains on all the measures. Teachers also unanimously attested to storytelling's benefits. (Tables of results and suggestions for future research are included.) (JL)
Author: Douglas Fisher
Publisher: ASCD
ISBN: 1416619224
Category : Education
Languages : en
Pages : 170
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Book Description
A teacher presents a lesson, and at the end asks students if they understand the material. The students nod and say they get it. Later, the teacher is dismayed when many of the students fail a test on the material. Why aren’t students getting it? And, just as important, why didn’t the teacher recognize the problem? In Checking for Understanding, Douglas Fisher and Nancy Frey show how to increase students’ understanding with the help of creative formative assessments. When used regularly, formative assessments enable every teacher to determine what students know and what they still need to learn. Fisher and Frey explore a variety of engaging activities that check for and increase understanding, including interactive writing, portfolios, multimedia presentations, audience response systems, and much more. This new 2nd edition of Checking for Understanding has been updated to reflect the latest thinking in formative assessment and to show how the concepts apply in the context of Fisher and Frey’s work on gradual release of responsibility, guided instruction, formative assessment systems, data analysis, and quality instruction. Douglas Fisher and Nancy Frey are the creators of the Framework for Intentional and Targeted (FIT) Teaching™. They are also the authors of numerous ASCD books, including The Formative Assessment Action Plan: Practical Steps to More Successful Teaching and Learning and the best-selling Enhancing RTI: How to Ensure Success with Effective Classroom Instruction and Intervention.
Author: Sharon Kay Williamson
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 68
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