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Direct linkWitte, Priscilla G. – Reading Teacher, 2016
This formative and design study examined how the Complex Text Analysis (CTA) instructional approach provided support for first-grade students to increase their comprehension of texts of increasing complexity. The students in the diverse class participated in weekly lessons during which fictional texts were read aloud and analyzed in terms of key…
Descriptors: Reading Aloud to Others, Grade 1, Reading Comprehension, Teaching Methods
Schachter, Rachel E.; Craig, Holly K. – Language, Speech, and Hearing Services in Schools, 2013
Purpose: This study examined child production of narrative features and of African American English (AAE) during a wordless storybook oral narrative task. Method: Participants were 30 AAE-speaking African American kindergarten and 1st grade students from low- and mid-socioeconomic status homes. Story grammar (SG), story literary technique (SLT),…
Descriptors: African American Students, Kindergarten, Elementary School Students, Grade 1
Urbach, Jennifer – Education and Urban Society, 2012
Literacy is a socially constructed ideology (Barton & Hamilton, 1998; Street, 1995). Current representations reduce literacy to standards, skill testing, and the five components of reading (NICHD, 2000). This view of literacy discounts the knowledge and skills of many students. This article examines the oral story of Aisha, an African American…
Descriptors: Story Grammar, Emergent Literacy, Phenomenology, Culturally Relevant Education
Stadler, Marie A.; Ward, Gay Cuming – Reading Horizons, 2010
The purpose of this investigation was to determine the effect of props on children's narrative retells. Forty-two children in two comparable K/1 classrooms heard and practiced the same stories over eight weeks. This study found that the props had a positive effect on the children's use of descriptive language, but there was no effect on the number…
Descriptors: Story Grammar, Literacy, Reading Instruction, Kindergarten
Stevens, Robert J.; Van Meter, Peggy; Warcholak, Nicholas D. – Journal of Literacy Research, 2010
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…
Descriptors: Childrens Literature, Listening Comprehension, Primary Education, Emergent Literacy
Webster, Paula Sunanon – Reading Teacher, 2009
This exploratory study describes the instructional strategies and related activities a Grade 1 teacher and I used to promote engagements with informational texts in one rural Jamaican primary school. Some of the instructional strategies and activities were bridging connections from the known to the unknown, reading aloud to increase content…
Descriptors: Educational Strategies, Classroom Techniques, Story Grammar, Grade 1
