top of page
This site was designed with the
.com
website builder. Create your website today.Start Now
The purpose of this study is to determine if comprehension strategies increase retelling proficiency.  To gauge students' retelling proficiency, I tested six thoughtfully selected students using the kindergarten district common assessment (see above).  Although only six students were consistently tested, all students received the same academic enrichment.
Retelling District Common Assessment
Example of Clause Checklist Assessment
The second quantitative assessment given was a checklist including all of the clauses in each weekly story (see example above).  As students retold the events of the story to me, I checked off the clauses mentioned.  The goal of this was not to see an improvement in percentages.  The goal was to see the areas of each story students seemed to retain and areas they did not.  
District Common Assessment Scores
This graph shows scores from the six students tested on the district common assessment.  As the graphs show, Student A and Student C's scores stayed consistent, Student D and Student F's scores increased, and Student B and E's scores moved up and down with each assessment.
District Retelling Assessment Growth
I created this graph to visually represent the growth each student made from one assessment to the next.  Student A and C received the same scores each time the assessment was given and no positive or negative growth occurred.  On the other hand, Students D and F grew between each assessment periods.  Student E showed positive growth after the first testing period and had a decreasing score after the second.

Rationale

Percentage of Clauses Correct Compared to Genre of Story
These scores reflect the average percent of clauses students were able to identify in each weekly story.  By comparing the scores, it is clear that fiction texts were retold with more details than nonfiction texts.  The scores of "Abuela" are lower than expected for a fiction text; however, much of this story was written in Spanish.
Analysis of Weekly Skills Taught
Each week the students focused on a different skill from the district provided curriculum.  At the end of the week I checked students ability to retell the story and then analyzed their retelling to determine what information they did and did not retain.  The students focused on the setting while reading "Abuela."  All of the students correctly identified the setting of the story. While reading "Goldilocks and The Three Bears" the students focused on characters.  Five out of six students were able to identify the characters of the story without prompting.  Lastly, all students were able to identify beginning and end points the week they focused on cause and effect.  All of this information shows me the students were able to retain the information we focused on to help retell the story from that week.
Remaining Questions
  • What would happen if I only used fiction stories while implementing my research?
  • Would it be more beneficial to create story maps in a whole group setting rather than during literacy stations?
  • Are there more effective strategies to measure student growth?
  • What would the results have looked like if I collected data on the entire class?
bottom of page