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ERIC Number: ED350579
Record Type: Non-Journal
Publication Date: 1992-Oct
Pages: 30
Abstractor: N/A
Reference Count: N/A
Instructional Questions That Clarify Story Characters' Feelings and Motivations: Their Effect on Students' Narrative Comprehension.
Dunning, David B.
A study investigated whether classroom reading instruction that focuses students' attention on story characters' motives and feelings improves their narrative comprehension. The subjects for this study were 48 third-grade students from 3 different classrooms in the same school. Two different treatments were used: the External Events (control) treatment, which highlights the relative order of the observable, external events of the story, and the Internal States (experimental) treatment, which clarifies story characters' feelings and motivations. Significant results, favoring the Internal States group, were found in analyses for two of the dependent measures taken on new uninstructed stories: a holistic quality rating of the students' retellings and their responses to an oral probe question assessing their knowledge of the story's central problem. Results suggest that young readers' story understanding is facilitated when their reading instruction centers on clarifying story characters' internal states. (Six tables of data are included and 31 references are attached.) (Author)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Center for the Study of Reading, Urbana, IL.