The effects of instruction clarifying story characters' internal states on primary students' story comprehension

This study was designed to explore whether classroom reading instruction which focuses students' attention on story characters' motives and feelings would improve their narrative comprehension. The subjects for this study were 48 third graders from three different classrooms in one school. The treatment for this study consisted of two different types of story instruction: the External Events (control) treatment, which consisted of a series of questions and discussion which highlighted the relative order of the observable, external events of the story; and the Internal States (experimental) treatment, which consisted of a series of questions and discussion which focused on clarifying the story characters' internal states--their thoughts, feelings, and plans--as well as the reasons for them.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Dunning, David B.

Contributors dc:contributor

• Pearson, P. David

• Education, Elementary
• Education, Reading
• Education, Curriculum and Instruction

Statement dc:rights

• Copyright 1990 Dunning, David Brown

Language dc:language

eng

Identifier

AAI9021676
(UMI)AAI9021676

OAI record oai:identifier

https://www.ideals.illinois.edu/oai-pmh?verb=GetRecord&metadataPrefix=etdms&identifier=oai%3Awww.ideals.illinois.edu%3A2142%2F21376