The effect of a structured story reading intervention, story retelling and higher order thinking for English language and literacy acquisition

被引：16

作者：

Cruz de Quiros, Ana M.

Lara-Alecio, Rafael ^{[1
]}

Tong, Fuhui ^{[1
]}

Irby, Beverly J. ^{[2
]}

机构：

[1] Texas A&M Univ, Dept Educ Psychol, College Stn, TX 77843 USA

[2] Sam Houston State Univ, Coll Educ, Grad Programs, Huntsville, TX 77340 USA

来源：

JOURNAL OF RESEARCH IN READING | 2012年 / 35卷 / 01期

关键词：

LEARNING-DISABILITIES; COMPREHENDING DISCOURSE; NARRATIVE DISCOURSE; LEARNERS; CHILDREN; STUDENTS; VOCABULARY; SPANISH; INSTRUCTION; TRANSITION;

D O I：

10.1111/j.1467-9817.2010.01472.x

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The purpose of this study was to investigate the effectiveness of structured story reading intervention, Story reTelling and higher order thinking for English Language and Literacy Acquisition (STELLA), delivered to 38 Hispanic English language learners (ELL) placed in an enhanced transitional bilingual programme over 2 years from first to second grade as compared with 34 control students placed in a typical practice transitional bilingual programme during the same time period. Both treatment and comparison ELL students' retellings of two stories in Spanish and English were measured by five story elements. Findings were that (a) students receiving intervention outperformed their comparison peers in all five story elements in English and Spanish of both stories; (b) students showed stronger ability in their native language in four of five story elements; and (c) students performed at a higher level in the narrative-informational story than a narrative story in both languages. Educational implications are discussed.

引用

页码：87 / 113

页数：27

共 91 条

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