Open Access Graduate Research Paper
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
Master of Arts in Education
Department of Curriculum and Instruction
Constance J. Ulmer
Jeanne McLain Harms
1 PDF file (69 leaves)
©1995 Eileen M. Toillion
Toillion, Eileen M., "Retellings to assess comprehension of expository text" (1995). Graduate Research Papers. 3449.