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Purpose Statement

The purpose of this study was to determine if comprehension strategies increase retelling proficiency.

RESEARCH 

In kindergarten, teaching early literacy skills will help prepare students for future success in reading.  Reading success, however, does not just come from the ability to decode text.  It is also necessary for students to activate reading comprehension strategies to help construct meaning from the text (Gutierrez-Braojos, Rodriguiz-Fernandez, & Salmeron-Vilchez, 2014).  There are a variety of strategies to help increase the retelling proficiency and reading comprehension for students in primary grades. Often times, asking students to retell a text in their own words is a daunting task.  If students are unable to retell a story, this leaves the teacher wondering if the student does not recall specific details or if the learner did not comprehend the text at all; therefore, the ability to retell is important to help gauge student learning.  To begin improving retelling proficiency, teachers must understand what is involved in a retelling, why it is important, strategies to improve proficiency, and ways of evaluating students’ knowledge.

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