Abstract This reflection investigated the effects of story-grammar instruction forward the reading comprehension of narrative sentence by 26 first-grade students (six with disabilities) in general education classes. This reflection investigated the effects of story-grammar instruction forward the reading comprehension of narrative sentence by 26 first-grade students (six with disabilities) in general education classes. The instruction consisted of sum of two units different approaches: 1) basic story-grammar instruction, and 2) story grammar integrated with the students' personal experiences. The narrative passages used were 20 popular children's picture works A comparison-group design (n=13) was utilized. terminates indicated improvement of the experimental subjects' abilities to retell stories, recall and retain information from the stories, and answer story-grammar questions. The powers were maintained over time. Introduction Want to read the whole article? You can purchase it here. It's quick and easy.... |
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