Establishing reliable procedures for rating ell students’ reading comprehension using oral retellings

Sudweeks, Richard R.; Glissmeyer, Connie B.; Morrison, Timothy G.; Wilcox, Bradley R.; Tanner, Mark W.

doi:10.1080/19388070409558405

Cited by 10 publications

(3 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Retelling has commonly been studied and used as a valid assessment tool for measuring comprehension of stories that students read or stories that were read to them (Gillman & Carlile, 1997;Isbell, Sobol, Lindauer, & Lowrance, 2004;Luetke-Stahlman, Griffiths, & Montgomery, 1998;Mandler & Johnson, 1977;Roberts, Good, & Corcoran, 2005;Robertson, Dow, & Hainzinger, 2006;Stein & Glenn, 1979;Sudweeks, Glissmeyer, Morrison, Wilcox, & Tanner, 2004;Thorndyke, 1977). Some researchers, however, have explored the use of retelling as a learning strategy for comprehending text.…”

Section: Retellingmentioning

confidence: 99%

Comparison of the effectiveness and efficiency of oral and written retellings and passage review as strategies for comprehending text

Schisler

Joseph

Konrad

et al. 2009

Psychology in the Schools

View full text Add to dashboard Cite

The purpose of this study was to compare the instructional effectiveness and efficiency of oral retelling, written retelling, and passage review comprehension strategies on third-grade students' accuracy and rate of answering reading comprehension questions. A modified alternating treatment design was used to compare the effects of oral retelling, written retelling, and passage review strategies. Each strategy occurred within the context of repeated readings with phrase drill error correction. This study extended previous research findings by examining the effects of oral and written retelling as strategies for improving both literal and inferential comprehension and by investigating the efficiency of retelling procedures. Findings revealed that students' accuracy in answering reading comprehension performance was better under both retelling conditions than the passage review condition. The oral retelling coupled with repeated readings and phrase drill error correction was the most efficient instructional method for answering comprehension questions correctly. C 2009 Wiley Periodicals, Inc.

show abstract

Section: Retellingmentioning

confidence: 99%

Comparison of the effectiveness and efficiency of oral and written retellings and passage review as strategies for comprehending text

Schisler

Joseph

Konrad

et al. 2009

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…These retellings were transcribed and scored utilizing a fiction story retelling rubric from Reading A to Z (Figure 2). Story retellings are considered an optimal technique for assessing comprehension in second language learners (Sudweeks et al, 2004).…”

Section: Reading In Japanese and Englishmentioning

confidence: 99%

Empowering Reading with Home Language Texts

Howard¹

2022

The Reading Teacher

View full text Add to dashboard Cite

Research from dual and bilingual education programs shows that the use of a student's home language for reading instruction is one of the most beneficial practices for multilingual learners. Given the plethora of home languages encountered in public schools, how can teachers who do not speak the languages of their students utilize a student's home language as an asset during reading instruction? This article describes a case study of a second grade Japanese student. During instruction, the student read texts in both Japanese and English.

show abstract

“…복잡한 언어구조로 구성된 설명담화는 글 의 거시구조인 응집성과 결속성, 의미성이 담보되어야 한다 (Owens, 2012). 학령기 아동의 설명담화 산출에서 나타난 거시구조의 특성은 설명담화 구조에 대한 인식으로 조직성을 살펴보거나 (Englert & Hiebert, 1984;Meyer & Freedle, 1984;Ray & Meyer, 2011;Wyile & McGuinness, 2004), 중심문장과 중심문장을 뒷받침하는 내용들의 긴밀성 분석을 통한 응집성 등으로 살펴보았다 (Westby & Clauser, 2005 (Marzano, Pickering, & Pollock, 2001;Sudweeks, Glissmeyer, Morrison, Wilcox, & Tanner, 2003). 요약하기는 다시 말하기(retelling) 이상 의 능력을 필요로 한다.…”

Section: 지금까지의 학령기 설명담화에 대한 선행연구들은 설명담화의unclassified

Summarizing Two Expository Discourses of Compare-Contrast and Cause-Effect in Second, Fourth and Sixth Graders

김보림¹,

Yoon²

2018

Commun Sci Disord

View full text Add to dashboard Cite

This paper is based on the master's thesis of the first author. Objectives: The purpose of the study is to examine the ability of expository summarization for second, fourth and sixth graders. Specifically, this study focused on macrostructure and microstructure in two expository discourse types (i.e., compare-contrast and cause-effect structure). Methods: A total of 45 students from three grade groups participated. All participants had no problems in intelligence, language, and reading. After participants read two expository discourses, they were asked to fill in the graphic organizers, and to summarize the texts verbally using graphic organizers. Analyses of oral summaries included overall organization, with coherence as macrostructure and language markers as microstructure. In order to examine differences between the three grade groups in each expository discourse, a one-way ANOVA was used. Results: There were significant differences between groups on summarizing two expository discourses, showing that organization, coherence, and language markers significantly increased as students got older. In particular, all three groups were different with each other in regards to coherence. Conclusion: The results showed that as students got older, their summarizing skills developed. That is, students have the ability to be aware of text structure, integrate the incoming information with one's background knowledge, identify main ideas and supporting ideas, and produce sophisticated vocabularies and complex syntactic structures. Summarizing expository discourse would be one effective way to evaluate and intervene with school-aged children because it provides knowledge of macrostructure and microstructure in expository discourses.

show abstract

Establishing reliable procedures for rating ell students’ reading comprehension using oral retellings

Cited by 10 publications

References 13 publications

Comparison of the effectiveness and efficiency of oral and written retellings and passage review as strategies for comprehending text

Comparison of the effectiveness and efficiency of oral and written retellings and passage review as strategies for comprehending text

Empowering Reading with Home Language Texts

Summarizing Two Expository Discourses of Compare-Contrast and Cause-Effect in Second, Fourth and Sixth Graders

Contact Info

Product

Resources

About