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

Baumann, James F.; Bergeron, Bette S.

doi:10.1080/10862969309547828

Cited by 82 publications

(54 citation statements)

References 25 publications

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“…The process we teach is one in which children learn the structure of stories and practice applying this knowledge to new texts. Previous research has shown that story structure instruction improves readers' memory and comprehension for stories (e.g., Baumann & Bergeron, 1993;Garner & Bochna, 2004), and we extend this literature by studying the effects of text structure instruction for very young elementary grade and special education students. By testing the effects of this instruction as children are engaged in a listening, rather than reading, comprehension activity, we address the need for instructional methods that target the comprehension processes of children who cannot yet fluently decode text.…”

Section: Introductionmentioning

confidence: 89%

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The Effects of Explicitly Teaching Story Structure to Primary Grade Children

Stevens

Meter

Warcholak

2010

Journal of Literacy Research

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The importance of emergent literacy skills as a foundation for proficient reading has led to the development of interventions to teach these skills. These interventions are particularly important for children from disadvantaged homes because they often lack the home literacy experiences necessary for building foundational literacy skills prior to school entry. While previous interventions have been successful in developing literacy skills, noticeably absent has been instruction to develop comprehension. In this study, teachers explicitly taught the narrative structure to kindergarten and first grade children in high poverty schools to increase their comprehension of children's literature. Instruction was delivered as children listened to stories during daily story time. The findings indicate that children who learned story structures recalled more ideas from new stories and answered more questions about structural elements of those stories (e.g., who is the main character?). The results suggest that teachers can deliver effective comprehension instruction to emergent and beginning readers in the context of listening comprehension activities.The project was funded by a grant from the U. S. Department of Education, Office of Special Education grant number 84.324T for model demonstration projects. The authors wish to acknowledge the faculty, students, and administrators of the Altoona Area School District for their participation in and continued support of this project. In particular we would like to thank Tom Kattouf, the director of Special Education, for being the catalyst for this project.Correspondence should be addressed to Robert J. Stevens, Educational Psychology Program, 202 CEDAR Building, Penn State University, University Park, PA 16802, USA. E-mail: rjs15@psu.edu 159 160 STEVENS, VAN METER, WARCHOLAK Resumen La importancia de las habilidades de lectoescritura emergente (emergent literacy) como base para la suficiencia lectora ha llevado al desarrollo de intervenciones para impartir estas habilidades a los niños que comienzan su proceso de aprendizaje de lectura. Estas intervenciones son particularmente importantes para niños de hogares de escasos recursos, pues estos, con frecuencia, carecen de experiencias que fundamenten las habilidades lectoescritoras necesarias para incursar en la escuela. Previas intervenciones han sido exitosas en desarrollar habilidades lectoescritoras, sin embargo, ha sido notable en ellas la ausencia de la enseñanza explícita de la comprensión lectora. En este estudio, un grupo de maestros enseñaron explíci-tamente la estructura narrativa de historias infantiles a niños de kindergarten y primer grado en escuelas con altos grados de pobreza, con el fin de mejorar su comprensión de la literatura infantil. La enseñanza se impartió mientras los maestros leían a los niños las historias durante la hora diaria de lectura. Los hallazgos indican que los niños que aprendieron las estructuras de las historias pudieron recontar más ideas de nuevas historias y pudieron responder a más pregu...

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Section: Introductionmentioning

confidence: 89%

“…Baumann and Bergeron (1993), for example, used a story mapping technique to successfully teach children a story structure strategy. Garner and Bochna (2004) taught children to use a story structure strategy during listening comprehension tasks.…”

Section: Story Structure Knowledgementioning

confidence: 99%

The Effects of Explicitly Teaching Story Structure to Primary Grade Children

Stevens

Meter

Warcholak

2010

Journal of Literacy Research

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“…Stahl (2004) reported that four instructional practices which were widely used by primary grade teachers had been supported by research results. These include, for example, story map (Baumann and Bergeron, 1993), question and answer (Raphael and Wonnacott, 1985), reciprocal teaching (Palinscar and Brown, 1984), and teacher-generated questioning (Taylor et al, 2000). Shanahan et al (2010) identified six reading strategies that have evidence of improving primary grade students' reading skills from Kindergarten through 3rd Grade.…”

Section: Reading Comprehension Instructional Practices In the Primarymentioning

confidence: 99%

Teacher’s current practices of teaching reading and grade four students’ reading achievement in Dona Berber Primary School

Enyew¹,

Yigzaw²

2016

Sci. Technol. Arts Res. J.

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This study examined the practices and challenges of teaching assessment in Dona Berber Primary School. Twelve grade 4 students were selected using simple random sampling technique and an English teacher and a school supervisor were selected by available sampling. Structured Classroom Observati checklist, reading skills test and unstructured interview were used as data collecting instruments. The quantitative data were analyzed using percentage whereas the qualitative ones were narrated. The quantitative data disclosed lower student scores, while the qualitative data showed that reading strategies were not infused in the reading lessons. The result also showed that the reading skills assessment was poorly addressed. Therefore, it is recommended that those who are in the decision line shall work to create a reasonable balance between reading strategies and assessment.

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“…The structural elements (story grammar) common to most narrative texts include, for example, the setting, characters, goal, problem, plot or action, resolution, and a theme (Baumann & Bergeron, 1993;Morrow, 1996;and Pressley et al, 1990). Given that students with LD do not have as well developed a sense of story grammar as their nondisabled peers and often have trouble recalling elements of a story, particularly the more abstract elements such as theme and resolution, several interventions have focused on teaching story grammar to improve their reading comprehension.…”

Section: Narrative Textsmentioning

confidence: 99%