Persistent Link:
http://hdl.handle.net/10150/291885
Title:
First grade children's oral and written retellings
Author:
Harris, Linda Kay, 1966-
Issue Date:
1992
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study addressed four questions about first graders' oral and written retellings. First, how did their retellings change over the period of one school year? Second, how did their own written and oral retellings of the same text compare and contrast? Third, did written retellings influence oral retellings? Fourth, did oral retellings influence written retellings? The retellings were scored using a holistic measure. Twelve students in the same first grade classroom participated in this study. The students were ranked based on teacher observation and were placed in experimental groups. The groups contained a heterogeneous mix of students, and were similar to each other. The first graders' oral and written retellings improved over the school year. Their oral retellings consistently scored higher than their written retellings. However, the evidence from this study does not indicate an influence of either written retellings on oral retellings or oral retellings on written retellings.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Education, Elementary.; Education, Reading.; Education, Curriculum and Instruction.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Language, Reading, and Culture
Degree Grantor:
University of Arizona
Advisor:
Mitchell, Judy N.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleFirst grade children's oral and written retellingsen_US
dc.creatorHarris, Linda Kay, 1966-en_US
dc.contributor.authorHarris, Linda Kay, 1966-en_US
dc.date.issued1992en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study addressed four questions about first graders' oral and written retellings. First, how did their retellings change over the period of one school year? Second, how did their own written and oral retellings of the same text compare and contrast? Third, did written retellings influence oral retellings? Fourth, did oral retellings influence written retellings? The retellings were scored using a holistic measure. Twelve students in the same first grade classroom participated in this study. The students were ranked based on teacher observation and were placed in experimental groups. The groups contained a heterogeneous mix of students, and were similar to each other. The first graders' oral and written retellings improved over the school year. Their oral retellings consistently scored higher than their written retellings. However, the evidence from this study does not indicate an influence of either written retellings on oral retellings or oral retellings on written retellings.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectEducation, Elementary.en_US
dc.subjectEducation, Reading.en_US
dc.subjectEducation, Curriculum and Instruction.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineLanguage, Reading, and Cultureen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMitchell, Judy N.en_US
dc.identifier.proquest1350772en_US
dc.identifier.bibrecord.b2546923xen_US
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