Return to search

Journaling as a Tool to Improve Story Comprehension for Kindergarten Students.

This study investigated story journaling to enhance story comprehension. Eighteen kindergarten children participated in this six-week study with the teacher reading a total of twenty-four stories to the class. The class was randomly divided into Group A and Group B, with 3 focus participants from each group retelling the story. The retelling was audio taped and analyzed using Morrow's (2001) procedures. Group B experienced the intervention of story journaling on the third week of the study and showed an improvement in story comprehension during the fifth and sixth weeks of story journaling. Group A did not experience the intervention of story journaling until the fifth week of the study and showed a slight improvement by the end of the sixth week of story journaling. There appears to be a connection of story journaling to story comprehension when children are given the opportunity to story journal after hearing a story.

Identiferoai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etd-1957
Date01 August 2003
CreatorsCarr, Carisa L.
PublisherDigital Commons @ East Tennessee State University
Source SetsEast Tennessee State University
Detected LanguageEnglish
Typetext
Formatapplication/pdf
SourceElectronic Theses and Dissertations
RightsCopyright by the authors.

Page generated in 0.0015 seconds