ERIC Number: ED269743
Record Type: RIE
Publication Date: 1986-Mar
Reference Count: 0
Story-Impressions: A Prereading Writing-Activity.
Denner, Peter R.
In a study examining the effectiveness of story-impressions (a previewing strategy) on story comprehension, remedial eighth grade students were asked to write predictions or "story-guesses" based on a series of one-word clues (story-impressions) that had been extracted from the material to be read. Having written a logical "hypothesis story" of their own, students then read the assigned material and confirmed, modified, or disconfirmed their predictions. Results indicated that story impressions had a significantly facilitative effect on story comprehension. Story-impressions may be introduced as a whole class activity in which the teacher writes an "hypothesis story" generated by the class on the blackboard. After reading the story, the class discusses the predictions as a group. The teacher should stress that it is important to make only logical and creative guesses, not to match the author. A number of steps can guide teachers when developing a set of story-impressions, including using words directly from the story and arranging the impressions vertically, indicating their chronological order. Story-impressions may also be used as a retrieval device when giving an oral report, as a writing activity, as a notetaking technique, as guides for students writing summaries of stories, and as aids for students developing sequencing skills. (Examples of story-impressions and hypothesis-stories are included.) (LLZ)
Publication Type: Speeches/Meeting Papers; Reports - Research; Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A
Identifiers: Prereading Activities; Previewing (Reading); Story Impressions
Note: Paper presented at the Spring Conference of the Idaho Council of the International Reading Association (Burley, ID, March 14-15, 1986).