The Effect of Student Repeated Reading and Retell on the Story Comprehension of First Graders

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Date
2003
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University of Alabama Libraries
Abstract

In order to raise the reading comprehension scores on the Stanford Achievement Test to the fifty-second percentile at the school in this study, alternative instructional methods are needed. The purpose of this study was to examine the effect of student repeated reading and repeated retell on story comprehension of first graders. The 10 students selected participated in a three-phase study using repeated reading and retell. Data consisted of audio taped retells collected after the first and third reading of two different books. Comprehension scores and the inclusion of story components were based on the number of idea units retold. In the second phase the components of story and the retell process were discussed before, during, and after repeated reading. The teacher modeled and students practiced retell. The results of this study suggest that repeated reading and retell increased comprehension but not to the degree as after retell intervention. When comparing the inclusion of story components the results reflected retell intervention increases comprehension. However, not all students seemed to benefit from intervention. The results implied that individual gains in comprehension were not related to reading level. When comparing leveled groups, students in the average group seemed to benefit more.

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Keywords
First grade (Education), Reading comprehension--Study and teaching (Elementary)
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