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Klecan-Aker, Joan; Blondeau, Rebecca – Volta Review, 1990
The written stories of 8 severely to profoundly hearing-impaired students in grades 4-11 were analyzed and assigned a developmental level. Results indicated T-unit lengths within normal limits, limited use of cohesive devices, and difficulty with internal responses. The developmental level exhibited by most subjects was the true narrative stage.…
Descriptors: Cohesion (Written Composition), Deafness, Developmental Stages, Discourse Analysis

Pontecorvo, Clotilde; Zucchermaglio, Cristina – Journal of Reading Behavior, 1989
Examines beginning readers' story dictation processes and products over a 16-month period. Investigates level of story structure, conventional expressions, internal responses, spatial-temporal setting, verb tenses, variety of tenses, connectives, anaphora, and dictation process adapting to a scribe. Finds overall development in ability to…
Descriptors: Dictation, Early Reading, Emergent Literacy, Foreign Countries

Wellhousen, Karyn – Journal of Research in Childhood Education, 1993
A study of kindergarten children used three language-eliciting situations to obtain stories. The stories were compared for fluency, vocabulary, descriptive nature, and story structure. Results indicated that stories elicited without the use of a prop were more fluent and reflected a more sophisticated story structure than those elicited by a…
Descriptors: Kindergarten, Kindergarten Children, Language Skills, Oral Language

Dimino, Joseph A.; And Others – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1995
Reviews research on the effectiveness of story grammar in promoting the comprehension of narrative text in students with learning disabilities and at-risk students. Offers instructional recommendations for successful implementation of this strategy. (RS)
Descriptors: Elementary Education, High Risk Students, Instructional Effectiveness, Learning Disabilities

Harris, Karen R.; Graham, Steve – Remedial and Special Education (RASE), 1993
This response to Gersten and Dimino (EC 606 357) uses a case study to illustrate how a special education teacher integrated strategy instruction into a fifth-grade classroom where a whole-language approach to writing was already in place. Instruction in story grammar is presented as a seven-stage process. (DB)
Descriptors: Case Studies, Classroom Techniques, Intermediate Grades, Learning Disabilities

Lenhart, Lisa A. – Ohio Reading Teacher, 1989
Describes how ideas and activities were adapted from several sources to help first grade students develop the concepts of internalization, perception, critical thinking, and decision making through literature-based instruction. (MG)
Descriptors: Childrens Literature, Critical Thinking, Decision Making, Educational Strategies
Stoner, Melody L.; Easterbrooks, Susan R.; Laughton, Joan M. – Journal of Special Education Technology, 2005
Research on children with normal hearing shows that the word-processed narratives they produce are better than their hand-written narratives. Hearing children come to school with prior experience in narrating stories, and in school they learn to transfer this to written narrative form. However, children who are deaf and hard of hearing have less…
Descriptors: Partial Hearing, Cartoons, Story Grammar, Story Telling
Department for Education and Employment, London (England). – 2001
These eight booster units have been designed to provide extra, targeted support for pupils in Year 6. Each unit is based on teaching objectives from the National Literacy Strategy Framework but also focuses on Target Statements for Writing (spelling, sentence construction, language effects, punctuation, purpose and organization, and process). Each…
Descriptors: Autobiographies, British National Curriculum, Characterization, Educational Objectives

Lunn, Patricia V.; Albrecht, Jane W. – Hispania, 1997
Discusses the manipulation of various grammatical devices in a Spanish short story. Points out that variations in the use of verbal aspect mark stages in the development of the plot and that modal and lexical choices reinforce its reflexive and repetitive nature. Argues that this story exemplifies creative use of grammatical choices. (13…
Descriptors: Content Analysis, Critical Reading, Language Variation, Literary Criticism

Golden, Joanne M. – Linguistics and Education, 1988
Presents the theoretical framework for examining texts in educational contexts. An actual reading lesson is analyzed in terms of the text structure and content, the nature of student-teacher interaction with the text, and post-reading discussion of the text. Tables outline the text structure and contrast teacher manual recommendations to actual…
Descriptors: Basal Reading, Comparative Analysis, Grade 6, Intermediate Grades

Peck, Jackie – Reading Teacher, 1989
Describes the benefits that storytelling can have on the development of listening and reading comprehension and the enhancement of oral and written expression. Presents an example of how storytelling was used to realize these benefits in a third-grade classroom. (MG)
Descriptors: Elementary Education, Grade 3, Language Acquisition, Language Usage

Gordon, Christine J. – English Quarterly, 1988
Reports a study, using sixth graders' introspective self-reports, to determine the context in which students use knowledge about narrative text structure, how they use this knowledge, and why they do not always employ this knowledge. (RAE)
Descriptors: Elementary Education, Grade 6, Literacy, Narration

Shapiro, Lauren R.; Hudson, Judith A. – Developmental Psychology, 1991
After viewing sequences of pictures that depicted a problem, children produced stories with plots and character responses. After sequences of uneventful pictures, children produced stories that focused on actions and used simple connectives. First graders' stories contained more goals, complex language, and temporal connectives than did those of…
Descriptors: Characterization, Cognitive Development, Coherence, Conjunctions

Graves, Anne; Hauge, Rochelle – Teaching Exceptional Children, 1993
This article provides recommendations for teaching students how to use a story grammar cuing system to improve both the fluency and quality of their stories. The cuing system is a series of steps in the form of a checklist that serves as a self-regulatory mechanism for prompting attention, memory, and accuracy. (JDD)
Descriptors: Check Lists, Creative Writing, Cues, Elementary Secondary Education

Scott, Renay – Michigan Social Studies Journal, 2000
Describes "Storypath," a lesson plan framework that integrates social studies curriculum with the basic elements of a story. Outlines a three-week history unit, "The Coming of the American Revolution," created with "Storypath." Discusses the correlation between Storypath and the Michigan content standards and…
Descriptors: Academic Standards, Grade 8, Junior High Schools, Problem Solving