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

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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 … continued below

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vi, 153 leaves

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Gutierrez-Gomez, Catalina December 1996.

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  • Gutierrez-Gomez, Catalina

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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.

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vi, 153 leaves

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  • December 1996

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Thumbnail image of item number 1 in: 'Effects of English and Bilingual Storybook Reading and Reenactment on the Retelling Abilities of Preschool Children'.
Thumbnail image of item number 2 in: 'Effects of English and Bilingual Storybook Reading and Reenactment on the Retelling Abilities of Preschool Children'.
Thumbnail image of item number 3 in: 'Effects of English and Bilingual Storybook Reading and Reenactment on the Retelling Abilities of Preschool Children'.
Thumbnail image of item number 4 in: 'Effects of English and Bilingual Storybook Reading and Reenactment on the Retelling Abilities of Preschool Children'.

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Gutierrez-Gomez, Catalina. Effects of English and Bilingual Storybook Reading and Reenactment on the Retelling Abilities of Preschool Children, dissertation, December 1996; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc278108/: accessed May 25, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .

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