The Power of

Story Retelling

A wealth of research shows that reading aloud to young children supports their literacy development. It’s also helpful to ask the listener to retell the story as a way to deepen reading comprehension.

In story retellings, the child is asked to recount in her own words a story that’s just been read to her. The exercise encourages the youngster to think conceptually and look at the bigger picture.

While many classroom teachers are too pressed for time to engage in this valuable activity, it’s an ideal role for tutors. Ways to approach story retelling are the focus of the Spring 2003 issue of The Tutor, a newsletter produced by NWREL and the Bank Street College of Education as part of their LEARNS partnership. Authors Akimi Gibson, Judith Gold, and Charissa Sgouros offer useful guidelines such as: clarify what you’ll be asking the child to do before reading the text; invite the child to retell the story as though telling it to a friend who’s never heard it before; and encourage the child by using open-ended prompts when necessary.

Tutors can enhance retellings by using props such as finger puppets and felt boards or asking the child to draw parts of the story in chalk on a blackboard or sidewalk. Dramatizing the story is also effective, particularly with a group of children who each take on different characters.

Additional tips, as well as references, are contained in the newsletter, which is online at www.nwrel.org/learns/tutor/sum2003/sum2003.html.