Teaching elementary school students to identify story themes.

Joanna P. Williams · Kristen D. Lauer · Kendra M. Hall · Kathleen M. Lord · S. Sonia Gugga · Sung-Jee Bak +2 more

49 citations0/0 files storedJournal of Educational Psychology

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Reading and Literacy Development Writing and Handwriting Education Language Acquisition and Education

Abstract

An instructional program focused on story theme was administered to 2nd and 3rd graders (high-, average-, and low-achieving students, including some with disabilities) in a high-poverty school. Compared with more traditional instruction, the program improved theme comprehension and the identification of instructed themes when they appeared in new stories. However, the program did not help students apply a theme to real-life situations or identify and apply noninstructed themes. Findings indicated that at-risk children (at all achievement levels, including those with disabilities) were able to achieve some degree of abstract, higher order comprehension when given instruction that combined structured lessons, a strategy, and discussion.

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References

1991Handbook of reading research 2001Wechsler Individual Achievement Test 1988A schema-theoretic view of basic processes in reading comprehension 1989Rocky Roads to Transfer: Rethinking Mechanism of a Neglected Phenomenon 1992Beyond Direct Explanation: Transactional Instruction of Reading Comprehension Strategies 2002Characteristics of Children Who Are Unresponsive to Early Literacy Intervention 1997Reading Engagement: Motivating Readers through Integrated Instruction.2013Reading Comprehension Difficulties

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2004Language Competence, Narrative Ability, and School Readiness in Low-Income Preschool Children.2006The African American Presence in Reading Intervention Experiments 2014Intervening to Improve Children’s Reading Motivation and Comprehension: Concept-Oriented Reading Instruction 2013Untangling Reading Comprehension Strategy Instruction: Assisting Struggling Readers in the Primary Grades

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