Graduate Research Papers
Availability
Open Access Graduate Research Paper
Abstract
Chapter I was implemented in 1965 as a federally funded supplemental program to assist disadvantaged children in becoming better readers. Since that time changes have occurred in reading instruction and assessment. Traditionally, instruction focused on phonics to decode and question and answer tests to assess comprehension. Today, teachers stress phonics less and use authentic assessments to evaluate comprehension. This study sought to determine if retellings would improve comprehension of expository text following instruction in the conventions of expository text. Five, third grade, Chapter I students (four girls and one boy) rendered a pre-instruction retelling, followed by instruction in the conventions of expository text, and rendered a post-instruction retelling. The retellings were evaluated using a holistic scale, a behavior scale, and a teacher rating scale. The results of this study support the premise that retelling following instruction improved comprehension of expository text and warrants continued use in the classroom.
Year of Submission
1995
Degree Name
Master of Arts in Education
Department
Department of Curriculum and Instruction
First Advisor
Constance J. Ulmer
Second Advisor
Jeanne McLain Harms
Date Original
1995
Object Description
1 PDF file (69 leaves)
Copyright
©1995 Eileen M. Toillion
Language
en
File Format
application/pdf
Recommended Citation
Toillion, Eileen M., "Retellings to assess comprehension of expository text" (1995). Graduate Research Papers. 3449.
https://scholarworks.uni.edu/grp/3449
Comments
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