Enhancing Summarization Skills Using Twin Texts: Instruction in Narrative and Expository Text Structures

Autor/inn/en	Furtado, Leena; Johnson, Lisa
Titel	Enhancing Summarization Skills Using Twin Texts: Instruction in Narrative and Expository Text Structures
Quelle	In: Reading Matrix: An International Online Journal, 10 (2010) 2, S.271-281 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	Sentences; Siblings; Student Improvement; Grade 3; Grade 1; Inferences; Reading Instruction; Reading Comprehension; Action Research; Case Studies; Text Structure; Instructional Materials; Elementary School Teachers; Teaching Methods; Scoring Rubrics; California; United States + Suchen Sie Ihr Suchwort? Sentence analysis; Satzanalyse; Sibling; Geschwister; School year 03; 3. Schuljahr; Schuljahr 03; School year 01; 1. Schuljahr; Schuljahr 01; Inference; Inferenz; Leseunterricht; Leseverstehen; Projektforschung; Case study; Fallstudie; Case Study; Textstruktur; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Scoring formulas; Auswertungsbogen; Kalifornien; USA
Abstract	This action-research case study endeavors to enhance the summarization skills of first grade students who are reading at or above the third grade level during the first trimester of the academic school year. Students read "twin text" sources, meaning, fiction and nonfiction literary selections focusing on a common theme to help identify and understand narrative and expository text structures. Four first grade students reading at or above the third grade level were exposed to the six comprehension strategies outlined by Barton and Sawyer (2003). Students used distinctly separate graphic organizers to record information and subsequently organize and structure their paragraph summaries within each genre. One common grading rubric measured ideas, word choice, smooth sentences and current copy. After a three-week intervention with three sets of twin texts, the average retention scores reached 94.2% and 96.2% of total points for narrative and expository texts, respectively. Based on selected student improvement, the teacher expects to apply the instruction of summarization skills in both genres to the remaining students in the first grade classroom. (Contains 7 tables and 2 endnotes.) (As Provided).
Anmerkungen	Reading Matrix, Inc. University of South Florida Polytechnic, College of Human and Social Sciences, Division of Education, 3433 Winter Lake Road LMD 8038, Lakeland, FL 33805. Tel: 863-667-7712; Fax: 863-667-7098; e-mail: editors@readingmatrix.com; Web site: http://www.readingmatrix.com/journal.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10