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A study of the responses of fourth grade, public school students to the same story read independently, read aloud, and told orally as a shared storytelling experience.

机译：对四年级公立学校学生对同一故事的反应进行的一项研究，作为独立的讲故事经验，他们独立阅读，大声阅读和口头讲述。

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Because stories are ever present and children receive stories in a variety of ways in educational settings, this study examined fourth graders' responses to a story presented through three different delivery systems: read independently, read aloud, and told as a shared storytelling experience.; For this study, all students in the fourth grade in a suburban public school in Texas were randomly assigned to one of three treatment groups defined by the delivery system for the story. The story, selected as the stimulus material, came from traditional Native American folklore, was positively reviewed in major journals, and was included on recommended professional booklists. The response instrument used in the study facilitated two different types of response. In the first segment, students cast a vote in order to express their likes and dislikes. In the second segment of free response, students were allowed opportunity for reflection in order to express what they determined was worth saying. Students' free responses were coded using Squire's (1964) classification system with its seven major categories. The researcher designated labels within categories concerning plot, characterization, theme, meaning, questioning, visual imagery, author's use of language, and author's style. Because of the nature of storytelling, a subcategory dealing with responses which demonstrated reaction to the storyteller or the storyteller's style was included. In addition, responses were analyzed according to gender preferences.; The fourth grade students in this study revealed that the delivery systems for story impacted their responses. More students in the Independent Reading Treatment Group voted that they “did not like” or “really did not like” the story. For teachers and parents who wish to develop positive responses to literature, then the findings of this study indicate that using the oral delivery systems of read-alouds and storytelling provoke more positive responses, regardless of gender, than does independent reading. Students in the Read Aloud Treatment Group made more interpretational responses. More free responses came from the storytelling group which was the smallest, indicating that storytelling as a mode of delivery may generate more conversation about literature than reading independently or hearing a story read aloud.

机译：因为故事一直存在，并且儿童在教育环境中以各种方式接收故事，所以本研究考察了四年级学生对通过三种不同的传递系统呈现的故事的反应：独立阅读，大声阅读以及作为共享的讲故事经历。在本研究中，德克萨斯州郊区一所公立学校四年级的所有学生被随机分配到故事的传送系统定义的三个治疗组之一。这个故事被选为刺激材料，来自传统的美国原住民民俗，在主要期刊上得到了正面评价，并被列入推荐的专业书目中。研究中使用的反应工具促进了两种不同类型的反应。在第一部分中，学生投票以表达自己的好恶。在第二部分的自由回应中，让学生有机会进行反思，以表达他们认为值得说的话。使用Squire（1964）的分类系统将学生的免费答案编码为七个主要类别。研究人员在涉及情节，特征，主题，意义，疑问，视觉图像，作者使用语言和作者风格的类别中指定了标签。由于讲故事的性质，因此包含了一个子类别，该子类别处理的响应反映了对讲故事者或讲故事者的风格的反应。此外，根据性别偏好对回应进行了分析。这项研究的四年级学生发现，故事的传递系统影响了他们的反应。独立阅读治疗小组的更多学生投票说，他们“不喜欢”或“真的不喜欢”这个故事。对于希望对文学表现出积极反应的老师和父母来说，这项研究的结果表明，与独立阅读相比，使用朗读和讲故事的口头传送系统无论性别如何，都能激发出更多的积极反应。大声朗读治疗小组的学生做出了更多的口译回应。来自讲故事的小组（人数最少）的免费回应更多，这表明讲故事作为一种传播方式，比起独立阅读或大声朗读故事，可能会引起更多关于文学的对话。

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作者
Morgan, Karen Ferris.;
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作者单位

Texas Woman's University.;

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授予单位 Texas Woman's University.;
学科 Library Science.; Education Reading.
学位 Ph.D.
年度 2002
页码 273 p.
总页数 273
原文格式 PDF
正文语种 eng
中图分类图书馆学、图书馆事业;教育;
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A study of the responses of fourth grade, public school students to the same story read independently, read aloud, and told orally as a shared storytelling experience.

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