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Not Such a Simple Story: Contradictory Evidence from a Review of Story Structure Research for Students At-risk
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Faggella-Luby, Michael N.; Drew, Sally Valentino; Schumaker, Jean B. – Learning Disabilities Research & Practice, 2015
The Common Core State Standards and the continued inclusion of students with learning disabilities (LD) in Tier 1 classrooms are changing how close reading of texts occurs in English Language Arts classrooms. Therefore, understanding the potential impact of literacy-related evidence-based practices during Tier 1 instruction that includes students…
Descriptors: State Standards, Academic Standards, Learning Disabilities, Inclusion
Story Structure and Writing.
Fitzgerald, Jill; And Others – Academic Therapy, 1987
Story structure instruction, focusing on forming a mental picture of a story's structure and understanding of story parts, improved poor-reading fourth-graders' (N=20) story writing skills in terms of organization and overall quality but not coherence and creativity, indicating that instruction in story parts can improve some children's writing.…
Descriptors: Cohesion (Written Composition), Elementary Education, Learning Activities, Reading Difficulties
Story-Mapping Training as a Means of Improving Reading Comprehension.
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Idol, Lorna; Croll, Valerie J. – Learning Disability Quarterly, 1987
Mildly learning-handicapped elementary school students (N=5) with poor reading comprehension were trained to use story-mapping procedures to improve reading comprehension. Trained students demonstrated increased ability to answer comprehension questions, maintained performance after intervention, and increased the tendency to include story-mapping…
Descriptors: Cognitive Mapping, Elementary Education, Learning Problems, Questioning Techniques
Individual Differences in Story Comprehension and Recall of Poor Readers. Technical Report No. 611.
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Wilkinson, Ian A. G.; And Others – 1995
A study was conducted to identify poor readers and to characterize weaknesses in their knowledge and use of story structure in comprehension and recall. Subjects were 80 year-3 children in Brisbane, Queensland, Australia, 20 good readers and 60 poor readers. The poor readers were then divided into relatively homogeneous subgroups, using measures…
Descriptors: Foreign Countries, Individual Differences, Low Achievement, Primary Education
Active Participation in the Reading of Fourth and Sixth Grade Children.
Fitzpatrick, Oney D., Jr.; Naus, Mary J. – 1989
To understand what kinds of mental processing take place during reading and how the child encodes information that is presented, a study investigated the comprehension of a story by asking the reader to take part actively in the decision-making of the protagonist. Subjects, 56 children from a fourth- and sixth-grade class at an elementary school…
Descriptors: Analysis of Variance, Grade 4, Grade 6, Intermediate Grades
The Effects of Exposure to Children's Literature through Read Aloud and an Inferencing Strategy on Low Reading Ability Fifth Graders' Sense of Story Structure and Reading Comprehension.
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Ouellette, Glenda; Dagostino, Lorraine; Carifio, James – Reading Improvement, 1999
Examines the effects of exposures to children's literature through reading aloud and an inferencing strategy on low-reading-ability fifth-grade readers' sense of story structure and reading comprehension. Uses an experimental/control group repeated measures design. Finds that this study is consistent with other research that indicates the…
Descriptors: Childrens Literature, Grade 5, Intermediate Grades, Low Achievement
Explicit Story Structure Instruction and the Narrative Writing of Fourth- and Fifth-Grade Below-Average Readers.
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Gambrell, Linda B.; Chasen, Steven P. – Reading Research and Instruction, 1991
Investigates the effects of explicit story structure instruction on below-average fourth and fifth grade readers' narrative writing performance. Finds that explicit story structure instruction positively influenced the narrative writing performance in terms of both quality and quantity of their writing. (MG)
Descriptors: Grade 4, Grade 5, Instructional Effectiveness, Intermediate Grades