東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

A study of the responses of fourth g...

Texas Woman's University.

FindBook

Google Book

Amazon

博客來

A study of the responses of fourth grade, public school students to the same story read independently, read aloud, and told orally as a shared storytelling experience.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A study of the responses of fourth grade, public school students to the same story read independently, read aloud, and told orally as a shared storytelling experience./
作者:	Morgan, Karen Ferris.
面頁冊數:	273 p.
附註:	Adviser: Betty Carter.
Contained By:	Dissertation Abstracts International63-07A.
標題:	Education, Reading. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3059173
ISBN:	0493745114

A study of the responses of fourth grade, public school students to the same story read independently, read aloud, and told orally as a shared storytelling experience.
Morgan, Karen Ferris.

A study of the responses of fourth grade, public school students to the same story read independently, read aloud, and told orally as a shared storytelling experience. - 273 p.

Adviser: Betty Carter.

Thesis (Ph.D.)--Texas Woman's University, 2002.

Because stories are ever present and children receive stories in a variety of ways in educational settings, this study examined fourth graders' responses to a story presented through three different delivery systems: read independently, read aloud, and told as a shared storytelling experience.

ISBN: 0493745114Subjects--Topical Terms:

1017790
Education, Reading.

A study of the responses of fourth grade, public school students to the same story read independently, read aloud, and told orally as a shared storytelling experience.
LDR:03368nam 2200301 a 45 001 936763
005 20110510
008 110510s2002 eng d
020 $a 0493745114
035 $a (UnM)AAI3059173
035 $a AAI3059173
040 $a UnM $c UnM
100 1 $a Morgan, Karen Ferris. $3 1260596
245 1 0 $a A study of the responses of fourth grade, public school students to the same story read independently, read aloud, and told orally as a shared storytelling experience.
300 $a 273 p.
500 $a Adviser: Betty Carter.
500 $a Source: Dissertation Abstracts International, Volume: 63-07, Section: A, page: 2400.
502 $a Thesis (Ph.D.)--Texas Woman's University, 2002.
520 $a Because stories are ever present and children receive stories in a variety of ways in educational settings, this study examined fourth graders' responses to a story presented through three different delivery systems: read independently, read aloud, and told as a shared storytelling experience.
520 $a For this study, all students in the fourth grade in a suburban public school in Texas were randomly assigned to one of three treatment groups defined by the delivery system for the story. The story, selected as the stimulus material, came from traditional Native American folklore, was positively reviewed in major journals, and was included on recommended professional booklists. The response instrument used in the study facilitated two different types of response. In the first segment, students cast a vote in order to express their likes and dislikes. In the second segment of free response, students were allowed opportunity for reflection in order to express what they determined was worth saying. Students' free responses were coded using Squire's (1964) classification system with its seven major categories. The researcher designated labels within categories concerning plot, characterization, theme, meaning, questioning, visual imagery, author's use of language, and author's style. Because of the nature of storytelling, a subcategory dealing with responses which demonstrated reaction to the storyteller or the storyteller's style was included. In addition, responses were analyzed according to gender preferences.
520 $a The fourth grade students in this study revealed that the delivery systems for story impacted their responses. More students in the Independent Reading Treatment Group voted that they “did not like” or “really did not like” the story. For teachers and parents who wish to develop positive responses to literature, then the findings of this study indicate that using the oral delivery systems of read-alouds and storytelling provoke more positive responses, regardless of gender, than does independent reading. Students in the Read Aloud Treatment Group made more interpretational responses. More free responses came from the storytelling group which was the smallest, indicating that storytelling as a mode of delivery may generate more conversation about literature than reading independently or hearing a story read aloud.
590 $a School code: 0925.
650 4 $a Education, Reading. $3 1017790
650 4 $a Library Science. $3 881164
690 $a 0399
690 $a 0535
710 2 0 $a Texas Woman's University. $3 1017666
773 0 $t Dissertation Abstracts International $g 63-07A.
790 $a 0925
790 1 0 $a Carter, Betty, $e advisor
791 $a Ph.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3059173