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Oral retellings and self-reported attitudes and behaviors in literature-based and basal second-grade classrooms
Abstract
The purpose of this study was to determine what, if any, differences existed between classrooms of second graders being taught reading through basal materials and those being taught using literature-based materials when retelling a story. Self-reported attitudes and behaviors of these subjects concerning reading was also investigated. Two methods were used to collect the data: an oral retelling of Tucker and the Bear and a written survey. Data were collected in November and again in May. The retelling data were transcribed by the researcher and scored by trained raters using a scale developed by Morrow (1988). Subjects were 86 second graders, in seven intact classrooms in a medium-sized midwestern city. There were 42 subjects in the basal classrooms and 44 students in the literature-based classrooms. The retelling data were analyzed using an analysis of covariance. The raw scores of the Test of Cognitive Skills were used as the covariate. The adjusted mean scores showed improvement of both groups from November to May. The ANCOVA showed no significant differences between the two groups in their ability to retell a story. Survey data were analyzed descriptively. Results indicated that both reading methods fostered comprehension growth as measured by the retelling scale. Survey data showed that the basal group reported more numbers of books read per week during the study. The literature-based group suggested more purposes for reading and listed more favorite book titles.
Subject Area
Literacy|Reading instruction|Elementary education|Preschool education
Recommended Citation
Kolb, Sydney D. Steele, "Oral retellings and self-reported attitudes and behaviors in literature-based and basal second-grade classrooms" (1992). ETD collection for University of Nebraska-Lincoln. AAI9233405.
https://digitalcommons.unl.edu/dissertations/AAI9233405