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ERIC Number: EJ836890
Record Type: Journal
Publication Date: 2009
Pages: 6
Abstractor: ERIC
Reference Count: 32
ISSN: ISSN-1053-4512
Building Story Schema: Using Patterned Books as a Means of Instruction for Students with Disabilities
Zipprich, Mary Ann; Grace, Marsha; Grote-Garcia, Stephanie A.
Intervention in School and Clinic, v44 n5 p294-299 2009
Knowledge of patterned books provides the reader with a framework of mutually understood rules between the author and the reader. This schema of rules guides the reader to predict the story grammar and the progression of the text that has been recorded by the author. These patterns act as an additional cueing system and aid special needs students in fluency and comprehension. Patterned books need to be modeled, demonstrated, discussed, and reinforced if children are to become aware of the built-in cueing systems. As children become aware of the patterns, they can begin to find these patterns in similar books they select for independent reading. Seven selected patterns in children's literature that teachers should become familiar with before introducing their students to patterned books are detailed: (1) repetitious; (2) rhyming; (3) counting; (4) alphabet; (5) add-on stories; (6) circle; and (7) good-bad-good-bad. (Contains 3 tables.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A