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Journaling as a tool to improve stor...

Carr, Carisa L.

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Journaling as a tool to improve story comprehension for kindergarten students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Journaling as a tool to improve story comprehension for kindergarten students./
Author:	Carr, Carisa L.
Description:	49 p.
Notes:	Source: Masters Abstracts International, Volume: 42-01, page: 0026.
Contained By:	Masters Abstracts International42-01.
Subject:	Education, Early Childhood. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1415324

Journaling as a tool to improve story comprehension for kindergarten students.
Carr, Carisa L.

Journaling as a tool to improve story comprehension for kindergarten students. - 49 p.

Source: Masters Abstracts International, Volume: 42-01, page: 0026.

Thesis (M.A.)--East Tennessee State University, 2003.

This study investigated story journaling to enhance story comprehension. Eighteen kindergarten children participated in this six-week study with the teacher reading a total of 24 stories to the class. The class was randomly divided into Group A and Group B, with 3 focus participants from each group retelling the story. The retelling was audio taped and analyzed using Morrow's (2001) procedures. Group B experienced the intervention of story journaling on the third week of the study and showed an improvement in story comprehension during the fifth and sixth weeks of story journaling. Group A did not experience the intervention of story journaling until the fifth week of the study and showed a slight improvement by the end of the sixth week of story journaling. There appears to be a connection of story journaling to story comprehension when children are given the opportunity to story journal after hearing a story.Subjects--Topical Terms:

1017530
Education, Early Childhood.

Journaling as a tool to improve story comprehension for kindergarten students.
LDR:01769nmm 2200265 4500 001 1859238
005 20041105113313.5
008 130614s2003 eng d
035 $a (UnM)AAI1415324
035 $a AAI1415324
040 $a UnM $c UnM
100 1 $a Carr, Carisa L. $3 1946902
245 1 0 $a Journaling as a tool to improve story comprehension for kindergarten students.
300 $a 49 p.
500 $a Source: Masters Abstracts International, Volume: 42-01, page: 0026.
500 $a Chair: Laurelle Phillips.
502 $a Thesis (M.A.)--East Tennessee State University, 2003.
520 $a This study investigated story journaling to enhance story comprehension. Eighteen kindergarten children participated in this six-week study with the teacher reading a total of 24 stories to the class. The class was randomly divided into Group A and Group B, with 3 focus participants from each group retelling the story. The retelling was audio taped and analyzed using Morrow's (2001) procedures. Group B experienced the intervention of story journaling on the third week of the study and showed an improvement in story comprehension during the fifth and sixth weeks of story journaling. Group A did not experience the intervention of story journaling until the fifth week of the study and showed a slight improvement by the end of the sixth week of story journaling. There appears to be a connection of story journaling to story comprehension when children are given the opportunity to story journal after hearing a story.
590 $a School code: 0069.
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Education, Religious. $3 1017705
690 $a 0518
690 $a 0527
710 2 0 $a East Tennessee State University. $3 1017802
773 0 $t Masters Abstracts International $g 42-01.
790 1 0 $a Phillips, Laurelle, $e advisor
790 $a 0069
791 $a M.A.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1415324