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ERIC Number: ED554547
Record Type: Non-Journal
Publication Date: 2005
Pages: 12
Abstractor: As Provided
Reference Count: 13
Reading Traditional Literature Guides Story Writing
Weih, Timothy G.
Online Submission, Montana State Reading Journal v21 n2 p16-27 2005
This article describes a research study that implemented literacy methods for the purpose of promoting reading comprehension with links to student writing through the practice of integrating reader response before, during, and following teacher read-alouds, and then extending the reader response into the composing process of student-created stories about Native Americans. The main question that guided the study was: How will the integration of direct instruction in story structure together with reader response to traditional literature influence children's composition of self-created stories? Findings and classroom implications are discussed.
Publication Type: Reports - Research; Journal Articles
Education Level: Grade 2; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A