Text Structures, Readings, and Retellings: An Exploration of Two Texts

Autor/inn/en	Martens, Prisca; Arya, Poonam; Wilson, Pat; Jin, Lijun
Titel	Text Structures, Readings, and Retellings: An Exploration of Two Texts
Quelle	In: Literacy Teaching and Learning, 11 (2007) 2, S.49-64 (16 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Children; Grade 2; Reading Strategies; Cues; Reader Text Relationship; Context Effect; Story Grammar; Phonics; Text Structure; Familiarity; Miscue Analysis; Scores; Fry Readability Formula + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; School year 02; 2. Schuljahr; Schuljahr 02; Reading strategy; Leselernstufe; Lesetechnik; Stichwort; Textstruktur
Abstract	The purpose of this study is to explore the relationship between children's use of reading strategies and language cues while reading and their comprehension after reading two texts: "Cherries and Cherry Pits" (Williams, 1986) and "There's Something in My Attic" (Mayer, 1988). The data were drawn from a larger study of the reading strategies of 110 urban second graders. Children read and retold an unfamiliar challenging text to a researcher. The texts were analyzed in several ways, including Walsh's (2000) framework for narrative texts. The children's readings were analyzed using the Classroom Procedure for miscue analysis (Goodman et al., 2005). The retellings were analyzed for cohesiveness, organization, and content following Morrow's (2001) retelling protocol. Though the number of readers for each text is small, the data show that familiarity with the structure of a text impacts readers' meaning making both "during" and "after" reading. This suggests that text structure needs to be considered when assessing comprehension since a resulting score may have more to do with the text than readers' abilities. (Contains 2 tables.) (As Provided).
Anmerkungen	Reading Recovery Council of North America. 500 West Wilson Bridge Road Suite 250, Worthington, OH 43085. Tel: 614-310-7323; Fax: 614-310-7345; Web site: http://www.readingrecovery.org/rrcna/journals/ltl/index.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10