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.
","abstract_html":"<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>","abstract_has_math":false,"creators":["Carr, Carisa L."],"institution":null,"degree_name":"MA (Master of Arts)","degree_level":"Thesis - unrestricted","degree_discipline":"Early Childhood Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-08-01T07:00:00Z","date_published":"2003-08-01T07:00:00Z","updated_at":"2026-07-24T02:19:21Z","subjects":["journaling","reading","story retelling","Curriculum and Social Inquiry","Education","Educational Psychology"],"languages":[],"rights":["Copyright by the authors."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.etsu.edu/etd/800","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Carr, Carisa L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["1990-01-01T08:00:00Z"]},{"key":"dc:date.issued","label":"Date","values":["2003-08-01T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Early Childhood Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis - unrestricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["MA (Master of Arts)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["journaling","reading","story retelling","Curriculum and Social Inquiry","Education","Educational Psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright by the authors."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.etsu.edu/context/etd/article/1957/viewcontent/CarrC073103f.pdf","https://dc.etsu.edu/etd/800"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
"]},{"key":"dc:title","label":"Title","values":["Journaling as a Tool to Improve Story Comprehension for Kindergarten Students."]}]}],"canonical_facts":{"dc:creator":["Carr, Carisa L."],"dc:date.available":["1990-01-01T08:00:00Z"],"dc:date.issued":["2003-08-01T07:00:00Z"],"dc:description.abstract":["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.
"],"dc:identifier":["https://dc.etsu.edu/context/etd/article/1957/viewcontent/CarrC073103f.pdf","https://dc.etsu.edu/etd/800"],"dc:rights":["Copyright by the authors."],"dc:subject":["journaling","reading","story retelling","Curriculum and Social Inquiry","Education","Educational Psychology"],"dc:title":["Journaling as a Tool to Improve Story Comprehension for Kindergarten Students."],"thesis:degree_discipline":["Early Childhood Education"],"thesis:degree_level":["Thesis - unrestricted"],"thesis:degree_name":["MA (Master of Arts)"]},"updated_at":"2026-07-24T02:19:21Z"}