Here attached are are thesis abstracts on



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Gray, M. J. (1988). Story grammars: Are they relevant for classroom teachers? Reading Horizons, 28(3), 157-164.
Griffey, Q. L. (1988). The effects of self-questioning and story structure training on the reading comprehension of poor readers. Learning Disabilities Research, 4(1), 45-51.
Griffith, P. L., & Ripich, D. N. (1988). Story structure recall in hearing-impaired, learning-disabled and no disabled children. American Annals of The Deaf, 133, 43-50.
Gurney, D., Gersten, R., Dimimo, J., & Carnine, D. (1990). Story grammar:Effective literature instruction for high school students with learning disabilities. Journal of Learning Disabilities, 23(6), 335-342.
Haddox, G. (1998). Billy''''s story: Grammar in context (Rainbow teachers/Rainbow students). English Journal, 87(2), 90-93.
Hagood, B. F. (1997). Reading and writing with help from story grammar. Teaching Exceptional Children, 29(4), 10-16.
Hansen, C. L. (1978). Story retelling used with average and learning disabled readers as measure of reading comprehension. Learning Disability Quarterly, 1, 62-70.
Idol, L. (1987). Group story mapping:A comprehension strategy for both skilled and unskilled readers. Journal of Learning Disabilities, 20(4), 196-205.
Idol, L., & Croll, V. J. (1987). Story-mapping training as a means of improving reading comprehension. Learning Disability Quarterly, 10, 124-229.
Johnson, M., Wright, J., & Halpin, G. (1987). Effects of a cloze story map strategy on reading comprehension. (ERIC document: 291 072).
Kuldanek, K. (1998). The effects of using a combination of story frames and retelling strategies with learning disabled students to build their comprehension ability. (ERIC document: 416 469).
Laughton, J., & Morris, N. T. (1989). Story grammar knowledge of learning disabilities students. Learning Disabilities Research, 4(2), 87-95.
Lehr, F. (1987). ERIC/RCS: Story grammar. Reading Teacher, 40(6), 550-552.
Luetke-Stahlman, B., Griffths, C., & Montgomery, N. (1998). Development of text structure knowledge as assessed by spoken and signed retellings of a deaf second-grade student. American Annals of The Deaf, 143(4), 337-346.
Mathes, P. G. (1997). Cooperative story mapping. Rase: Remedial & Special Education, 18(1), 20-27.
McConaughy, S. H. (1980). Using story structure in the classroom. Language Arts, 57(2), 157-165.
McConaughy, S. H. (1982). Developmental changes in story comprehension and levels of questioning. Language Arts, 59(6), 580-589.
Montague, M. (1988). Story grammar and learning disabled students’ comprehension and production of narrative prose. (ERIC document: 302 819).
Montague, M., Maddux, C. D., & Dereshiwsky, M. I. (1990). Story grammar and comprehension and production of narrative prose by students with learning disabilities. Journal of Learning Disabilities,23(3), 190-197.
Morrow, L. M. (1985). Retelling stories: A strategy for improving young children’s comprehension, concept of story structure and oral language complexity. The Elementary School Journal, 85(5), 647-661.
Newby, R. F., Caldwell, J., & Recht, D. R. (1989). Improving the reading comprehension of children with dysphonetic and dyseidetic dyslexia using story grammar. Journal of Learning Disabilities, 22(6), 373-380.
Nodine, B. F., Barenbaum, E., & Newcomer, P. (1985). Story composition by learning disabled, reading disabled, and normal children. Learning Disability Quarterly, 8, 167-179.
Olson, M. W., & Gee, T. C. (1988). Understanding narratives: A review of story grammar research. Childhood Education, 64(4), 302-306.
Ouellette, G., Dagostino, L., & Carifio, J. (1999). The effects of exposure to children''''s literature through read aloud and an inferencing strategy on low reading ability fifth graders'''' sense of story structure and reading comprehension. Reading Improvement,36(2), 73-89.
Pahl, M. M. (1987). The role of story schema in comprehension : A teacher’s perspective of the research and education implications. (ERIC document: 288 178).
Page, J. L., & Stewart, S. R. (1985). Story grammar skills in school-age children. Topics in Language Disorders, 5(2), 16-30.
Peck, J. (1989). Using storytelling to promote language and literacy development. Reading Teacher, 43(2), 138-141.
Reutzel, D. R. (1986b). Clozing in on comprehension: The cloze story map. Reading Teacher, 39(6), 524-528.
Reutzel, D. R. (1986a). Investigating a synthesized comprehension instruction strategy: The cloze story map. Journal of Education Research, 79(6), 343-349.
Rokicki, A. L. (1990). The effects of modeling and repeated taped reading instruction on the learning disabled child as ways to improve reading comprehension fluency and word recognition. (ERIC document: 335 813).
Sadow, M. (1982). The use of story grammar in the design of questions. Reading Teacher, 35(5), 518-522.
Schirmer, B. R., & Bond, W. L. (1990). Enhancing the hearing impaired child''''s knowledge of story structure to improve comprehension of narrative text. Reading Improvement, 27(4), 242-254.
Schmelzer, R., & Dickey, J. (1990). Using story grammar to teach literature: Episodic mapping. (ERIC document: 322 482).
Schmitt, M. C., & O''''Brien, D. G. (1986). Story grammar: some cautions about the translation of research into practice. Reading Research & Instruction, 26(1), 1-8.
Simmons, D. C. (1993). Integrating narrative reading comprehension and writing instruction for all learners. (ERIC document: 365 943).
Smith, C. B. (1990). Story map: Plot, Mood, Theme (ERIC/RCS). Reading Teacher, 44(2), 178-179.
Troia, G. A., Graham, S., & Marris, K. R. (1999). Teaching students with learning disabilities to mindfully plan when writing. Exceptional Children, 65(2), 235-252.
Wilkinson, I. A. G., Elkins, J., & Bain, J. D. (1995). Individual differences in story comprehension and recall of poor readers. (ERIC document: 381 742).
Wolman, C. (1991). Sensitivity to causal cohesion in stories by children with mild mental retardation, children with learning disabilities, and children without disabilities. Journal of Special Education, 25(2), 135-154.
Vallecorsa, A. L., & DeBettencourt, L. U. (1997). Using a mapping procedure to teach reading and writing skills to middle grade students with learning disabilities. Education & Treatment of Children, 20(2), 173-184

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