STRATEGIES OF FOURTH-GRADE STUDENTS IN RECALLING AND COMPREHENDING FABLES
The purpose of the present investigation was to study the processes implemented by fourth-grade readers to recall and comprehend fables. The participants were eight fourth-grade students who were efficient recoders, but differed in reading proficiency as defined by performance on a standardized test of reading comprehension and classroom teacher opinion. The study focused on the reported recall strategies and the reactions to text of four successful and four less successful readers who recalled and discussed three fables they read. Transcribed audiotapes of readers' verbalization during 32 sessions provided the data. The presentation of data was descriptive; data collection and analysis utilized hypothesis generating methodology. Seven categories accounting for the readers' strategies for recalling and comprehending fables were identified in the readers' verbal protocols. They were: Matching of knowledge of story conventions with fable, Imaging, Using graphic clues, Personalizing, Rereading totally, Reading selectively, and Generalizing. The major hypotheses resulting from this study were: (a) the seven descriptive categories are present in the reading behavior of fourth-grade children who are recalling and comprehending short stories; (b) strategy use is associated with reader proficiency; (c) specific strategies are associated with quantity of recall; (d) reader response to text influences comprehension of text; (e) familiarity with literary genre facilitates recall and comprehension. The investigator suggested continued research in readers' activities when recalling and comprehending text should influence growth of concern in reading instruction. The following issues should receive further attention: (a) the effect on recall and comprehension of incorporating reader response in reading instruction; (b) the influence of teachers' response to qualitative components of students' responses and products on student learning; (c) the effect of instruction on less successful readers' recall and comprehension by hearing, reading, and discussing repeated patterns in varied forms of literature; (d) the effect on recall and comprehension of readers being conscious of their own activities for recalling and comprehending text.
Literacy|Reading instruction|Curricula|Teaching|Elementary education
SEIDENBERG, RITA N, "STRATEGIES OF FOURTH-GRADE STUDENTS IN RECALLING AND COMPREHENDING FABLES" (1985). ETD Collection for Fordham University. AAI8600105.