Story Grammar: An Approach for Promoting At-Risk Secondary Students' Comprehension of Literature

Dimino, Joseph; Gersten, Russell; Carnine, Douglas; Blake, Geneva

doi:10.1086/461635

Cited by 65 publications

(64 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Results of this study affirm the findings of prior research on story mapping, namely, that teaching students about story parts enables them to recognize and recall important elements in narrative selections (Ballard, 1988;Buss et al, 1985;Camine et al, 1985;Dimino et al, 1990;Fitzgerald & Spiegel, 1983b;Gordon & Braun, 1982;Greenewald & Rossing, 1986;Hartman, 1986;Idol, 1987;Reutzel, 1985;Short & Ryan, 1984). More importantly, beyond the replication aspects of this study, the present findings extend the research literature along two dimensions.…”

Section: Resultssupporting

confidence: 87%

“…These findings are consistent with a number of extant studies of story mapping instruction (Ballard, 1988;Buss et al, 1985;Camine et al, 1985;Dimino et al, 1990;Fitzgerald & Spiegel, 1983b;Gordon & Braun, 1982;Greenewald & Rossing, 1986;Hartman, 1986;Idol, 1987;Reutzel, 1985;Short & Ryan, 1984). Further, our data extend the literature by demonstrating that young children can be taught to use story mapping to enhance their recognition and recall of narrative elements in unfamiliar stories, and that such instruction is effective when the stories are unadapted, unabridged selections from children's literature.…”

Section: Whole-sample Measuressupporting

confidence: 89%

“…Other researchers have demonstrated that various types of story grammar or story mapping instruction enhance multiple dimensions of students' narrative comprehension (Buss, Ratliff, & Irion, 1985;Camine & Kinder, 1985;Dimino, Gersten, Camine, & Blake, 1990;Gordon & Braun, 1982;Greenewald & Rossing, 1986;Idol, 1987;Reutzel, 1985;Short & Ryan, 1984), and two experimenters used a story mapping heuristic and graphic very similar to the one used in the present study. Hartman (1986) instructed sixth-grade students for four weeks about story structure using story maps created for basal reader stories, and Ballard (1988) employed a similar story map to instruct eighth graders in story structure using American short stories.…”

Section: Story Structure and Comprehensionmentioning

confidence: 90%

See 2 more Smart Citations

Story Map Instruction Using Children's Literature: Effects on First Graders' Comprehension of Central Narrative Elements

Baumann¹,

Bergeron

1993

Journal of Reading Behavior

View full text Add to dashboard Cite

This study investigated the effectiveness of instruction in story mapping as a means to promote first-grade students' comprehension of central story elements in children's literature. Participants were 74 children in four first-grade classrooms, which were randomly assigned to one of four groups: (a) a Story Mapping 1 (SM1) group, in which students were taught to construct story maps for unadapted, unabridged children's stories they had read; (b) a Story Mapping 2 (SM2) group, which involved the same instruction as SM1 but included using story maps to compose stories; (c) a Directed Reading-Thinking Activity (DRTA) comparison strategy group, in which students read the same stories according to a predict-verify procedure; or (d) a directed reading activity (DRA) instructed control group, in which students engaged in a noninteractive, guided reading of stories. Quantitative analyses were conducted on five whole-sample dependent measures: an important idea test on a parsed story, a wh-question test of central story elements, a summary selection task, an important story element recognition test, and a delayed wh-question test. Results revealed that (a) some form of active comprehension instruction (SM1, SM2, or DRTA) was superior to the controlgroup DRA on most measures, (b) story mapping (SMI and SM2) students consistently outperformed DRA controls, (c) story mapping was superior to DRTA on some measures but not on others, and (d) SM1 and SM2 groups did not differ on any measure. Qualitative data from student interviews generally supported these findings. It was concluded that instruction in story mapping is an effective instructional strategy for promoting first-grade students' ability to identify central narrative elements in authentic children's literature. 407

show abstract

Section: Resultssupporting

confidence: 87%

Section: Whole-sample Measuressupporting

confidence: 89%

Section: Story Structure and Comprehensionmentioning

confidence: 90%

See 1 more Smart Citation

Story Map Instruction Using Children's Literature: Effects on First Graders' Comprehension of Central Narrative Elements

Baumann¹,

Bergeron

1993

Journal of Reading Behavior

View full text Add to dashboard Cite

show abstract

“…Story grammar refers to a set of rules and elements typically occurring in a story. Research provides evidence that instruction in story grammar enhances comprehension of stories for normally achieving and low-achieving students and for students with learning disabilities (Carnine & Kinder, 1985;Dimino, Gersten, Carnine, & Blake, 1990). Research also supports strategy instruction in story grammar to improve narrative composition skills for students with learning disabilities (Graham, & Harris, 1989).…”

Section: Written Expressionmentioning

confidence: 76%

A Focus on Curriculum Design: When Children Fail

Simmons¹,

Kameenui²

2017

Exceptional

View full text Add to dashboard Cite

In a preview to the "Reading Report Card," U.S. Department of Education Secretary Richard Riley profiled recent national scores indicating that only one-third of high school seniors read proficiently ("Reading Scores," 1995, p. A 7). In addition, approximately 75% of fourth and eighth graders scored below the proficient range-which represents a significant decline in reading performance from previous years. A conspicuous finding revealed that, while scores for the top quarter of students remained stable from previous years, the most significant decline involved children at the bottom of the achievement scale.General and special educators can easily assign faces and names to the children profiled in the national statistics. Some we know as students with specific learning disabilities and language disorders; others are considered at-risk for reading failure, and still others may have no identified disability, yet have consistently struggled throughout their academic careers to keep up with their age-level peers. Though varieties of nomenclature are used to identify these children and many characteristics used to describe their behaviors, their common denominator is failure (Kameenui, 1993). More specifically, they are failing to achieve from traditional curriculum and instruction.This article is devoted broadly to the topic of academic failure, and specifically to the role of curriculum design in either intercepting or exacerbating learning difficulties. A focus on curriculum design does not discount the fact that learners in the bottom of the achievement rankings may differ along biological, neurological, experiential, sociological, and psychological dimensions from those who rank consistently near the top. Rather, this emphasis acknowledges the real differences these learners bring to instruction and to the body of knowledge and science of instruction professional educators possess to address these needs.The emphasis on curriculum design shifts the focus from factors over which teachers have little control (e.g., neurology) to those that are amenable and capable of preventing and remediating failure. Our goals in this article are to (a) provide a demographic and instructional context for the need to attend to curriculum design at both a national and a local level, (b) define and specify the dimensions of curriculum design, ( c) apply curriculum design principles to select academic contents, and (d) discuss implications of poorly designed instruction for students with diverse learning needs.

show abstract

“…Specifically, these studies have shown that directly teaching story grammar can highlight important relations, which, in turn, leads to a deeper understanding of the story. Using advanced reading material (i.e., literature), for example, Dimino, Gersten, Carnine, and Blake (1990) directly taught an interactive comprehension strategy based on story grammar that provided opportunities for secondary students, including students with LD, to "clarify and discuss important elements of the story as they read" (p. 29). The complex stories involved detailed character information (clues and reaction), the presence of more than one problem that may require several attempts, a resolution, a complication or a twist, and a theme.…”

Section: Narrative Textsmentioning

confidence: 99%