Effects of English and Bilingual Storybook Reading and Reenactment on the Retelling Abilities of Preschool Children Metadata

Title

• Main Title Effects of English and Bilingual Storybook Reading and Reenactment on the Retelling Abilities of Preschool Children

Creator

• Author: Gutierrez-Gomez, Catalina
  Creator Type: Personal

Contributor

• Chair: Tipps, R. Steven
  Contributor Type: Personal
  Contributor Info: Major Professor
• Committee Member: Jacobson, Arminta L., 1941-
  Contributor Type: Personal
• Committee Member: Lazarus, Peggy
  Contributor Type: Personal

Publisher

• Name: University of North Texas
  Place of Publication: Denton, Texas

Date

• Creation: 1996-12

Language

• English

Description

• Content Description: The purpose of this study was to investigate the story retelling abilities of preschool children who have experienced storybook reading and storybook reenactment bilingually, in English and Spanish, and preschool children who have experienced storybook reading and storybook reenactment in English only. This is a clinical case study employing both quantitative and qualitative measures comparing four treatment groups. Three evaluation instruments were developed by the researcher and used for posttesting; a story comprehension test, a story retelling guidesheet/scoresheet, and a storybook literacy response evaluation. In addition, participant observation and teacher interviews were used to gather qualitative data regarding learning center extensions of the target text and teacher beliefs and practices about the use of storybooks. The findings from this study show that scores for children who experienced storybook reading and storybook reenactment were significantly better on both the story retelling and story comprehension measures. In addition, a larger proportion of children who experienced storybook reading and reenactment were found to perform at the second level of literacy response on the Levels of Literacy evaluation. No differences were found in relationship to the language used on any of the dependent measures. Findings fromqualitative data showed that children were involved in limited extensions of the storybook read to them regardless of whether they experienced storybook reenactment or discussion. Teacher beliefs and practices related to their role during learning center play was believed to have some influence on children's choices regarding story extensions or dramatic play theme content. Recommendations were made to pre-school teachers that story reenactment was an effective technique with both bilingual and monolingual presentation. Additional research questions were posed also.
• Physical Description: vi, 153 leaves

Subject

• Keyword: preschool
• Keyword: children
• Keyword: storytelling
• Keyword: bilingual
• Keyword: English
• Keyword: Spanish
• Library of Congress Subject Headings: Education, Bilingual.
• Library of Congress Subject Headings: Storytelling ability in children.
• Library of Congress Subject Headings: Reading (Preschool)

Coverage

• Place Name: United States - New Mexico - Bernalillo County - Albuquerque

Collection

• Name: UNT Theses and Dissertations
  Code: UNTETD

Institution

• Name: UNT Libraries
  Code: UNT

Rights

• Rights Access: public
• Rights License: copyright
• Rights Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.
• Rights Holder: Gutierrez-Gomez, Catalina

Resource Type

• Thesis or Dissertation

Format

• Text

Identifier

• Call Number: 379 N81d no.4400
• UNT Catalog No.: b2028492
• Accession or Local Control No: 1002726746-gutierrez-gomez
• Archival Resource Key: ark:/67531/metadc278108

Degree

• Degree Level: Doctoral
• Degree Grantor: University of North Texas
• Degree Name: Doctor of Philosophy
• Academic Department: Department of Teacher Education and Administration
• Degree Discipline: Early Childhood Education

Note