Date of Award

1990

Degree Type

Thesis

Degree Name

Bachelor of Education (Hons.)

School

School of Education

First Advisor

Judith Rivalland

Abstract

This study examines the effectiveness of the 'Retelling with the aid of a story-map procedure' as an instructional approach which could help weaker readers in their second year of schooling. Based on the literature and research findings which support a view of language as a developmental, holistic and natural process, the 'Retelling with the aid of a story-map procedure' was chosen. It was hypothesised that it would help the weaker readers make connections between oral language and written language, develop meaning seeking behaviours and increase their 'data pool' of linguistic knowledge. The goal of this study was to seek answers to the following questions: 1. To what extent docs the 'Retelling with the aid of a story-map procedure' help improve and develop the reading and writing of weaker readers? The sub-questions were: 1. How or in what ways did the 'Retelling with the aid of a story-map procedure' affect the learner’s attitude towards language learning ? 2. Did the 'Retelling with the aid of a story-map procedure' encourage the weaker readers to cease reading word-by-word and encourage them to read for meaning? 3. How did the children demonstrate a growth of metacognitive awareness as a result of participating in the 'Retelling with the aid of a story-map procedure'? The 'Retelling with the aid of a story-map procedure' used in the study was a combination of retelling procedures developed by Brown and Cambourne (1987) and Telles (1989). The children were required to predict what the story was about, listen to the story read by the teacher, make up a story-map in pairs, retell the story orally using the story-map for scaffolding and finally write the story.

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