Journaling as a Tool to Improve Story Comprehension for Kindergarten Students.

<p>This study investigated story journaling to enhance story comprehension. Eighteen kindergarten children participated in this six-week study with the teacher reading a total of twenty-four stories to the class. The class was randomly divided into Group A and Group B, with 3 focus participants from each group retelling the story. The retelling was audio taped and analyzed using Morrow's (2001) procedures. Group B experienced the intervention of story journaling on the third week of the study and showed an improvement in story comprehension during the fifth and sixth weeks of story journaling. Group A did not experience the intervention of story journaling until the fifth week of the study and showed a slight improvement by the end of the sixth week of story journaling. There appears to be a connection of story journaling to story comprehension when children are given the opportunity to story journal after hearing a story.</p>

Name thesis:degree_name

MA (Master of Arts)

Level thesis:degree_level

Thesis - unrestricted

Discipline thesis:degree_discipline

Early Childhood Education

Year dc:date.issued

2003

Author dc:creator

• Carr, Carisa L.

• journaling
• reading
• story retelling
• Curriculum and Social Inquiry
• Education
• Educational Psychology

Statement dc:rights

• Copyright by the authors.

Repository record dc:identifier

https://dc.etsu.edu/etd/800

OAI identifier oai:identifier

oai:dc.etsu.edu:etd-1957