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The Tutor Newsletter Spring 2003
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End Notes

1 (Brown & Cambourne, 1987, p. 48)

2 It is important to distinguish here between drawing a scene from the story and drawing only the setting in order to verbally retell the story using cut-out characters. Children who engage in oral retelling recalled much more than those who simply use drawing as a prompt (Gambrell et al., 1985). Therefore, the combination of illustration and verbal retelling is especially helpful for some children.

3 (Brown & Cambourne, 1987, p. 50)

References

Blank, M., & Frank, S.M. (1971). Story recall in kindergarten children: Effect of method of presentation on pyscholinguistic performance. Child Development, 42(1), 299–312.

Brown, H., & Cambourne, B. (1987). Read and retell: A strategy for the whole-language/natural learning classroom. Portsmouth, NH: Heinemann.

Cooper, P. (1993). When stories come to school: Telling, writing, and performing stories in the early childhood classroom. New York, NY: Teachers & Writers Collaborative.

Fountas, I.C., & Pinnell, G.S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann.

Gambrell, L.B., & Dromsky, A. (2000). Fostering reading comprehension. In D.S. Strickland & L.M. Morrow (Eds.), Beginning reading and writing (pp. 145–153). Newark, DE: International Reading Association, & New York, NY: Teachers College Press, Columbia University.

Gambrell, L.B., Koskinen, P.S., & Kapinus, B.A. (1991). Retelling and the reading comprehension of proficient and less-proficient readers. Journal of Educational Research, 84(6), 356–362.

Gambrell, L.B., Pfeiffer, W.R., & Wilson, R.M. (1985). The effects of retelling upon reading comprehension and recall of text information. Journal of Educational Research, 78(4), 216–220.

Honig, B., Diamond, L., & Gutlohn, L. (2000). Teaching reading sourcebook: For kindergarten through eighth grade. Novato, CA: Arena Press, & Emeryville, CA: Consortium on Reading Excellence.

Maria, K. (1990). Reading comprehension instruction: Issues and strategies. Parkton, MD: York Press.

Morrow, L.M. (1984). Effects of story retelling on young children’s comprehension and sense of story structure. In J.A. Niles & L.A. Harris (Eds.), Changing perspectives on research in reading/language processing and instruction. (pp. 95–100). Rochester, NY: National Reading Conference.

Morrow, L.M. (1985). Retelling stories: A strategy for improving young children’s comprehension, concept of story structure, and oral language complexity. Elementary School Journal, 85(5), 647–661.

Morrow, L.M. (1986). Effects of structural guidance in story retelling on children’s dictation of original stories. Journal of Reading Behavior, 18(2), 135–152.

Morrow, L.M. (1988). Retelling stories as a diagnostic tool. In S.M. Glazer, L.W. Searfoss, & L.M. Gentile (Eds.), Reexamining reading diagnosis: New trends and procedures (pp. 128–149). Newark, DE: International Reading Association.

Morrow, L.M. (1989). Using story retelling to develop comprehension. In K.D. Muth (Ed.), Children’s comprehension of text: Research into practice (pp. 37–58). Newark, DE: International Reading Association.

National Reading Panel. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.

Owocki, G. (1999). Literacy through play. Portsmouth, NH: Heinemann.

Read and retell uses paraphrasing [Book review]. (1990). Curriculum Review, 30(1), 27.

Rhodes, L.K., & Shanklin, N.L. (1993). Windows into literacy: Assessing learners, K–8. Portsmouth, NH: Heinemann.

Zimiles, H., & Kuhns, M. (1976). A developmental study in the retention of narrative material. Final report. New York, NY: Bank Street College of Education. (ERIC Document Reproduction Service No. ED160978)

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