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Reference

 

Blickenstaff, J., Hallquist, E., & Kipel, K. (2013). The effects of reading strategies in comprehension for elementary age learners. Retrieved from http://sophia.stkate.edu/cgi/viewcontent.cgi?article=1001&context=maed

 

Fisher, D., & Frey, N. (2009). Using oral language to check for understanding. Checking for understanding: Formative assessment techniques for your classroom. ASCD.

 

Foorman, B., Herrera, S., Pescher, Y., Mitchell, A., & Truckenmiller, A. (2015). The structure of oral language and reading and their relation to comprehension in kindergarten through grade 2. Reading & Writing, 28(5), 655-681. Doi:10.1007/s/11145-0150954405

 

Gutierrez-Braojos, C.c., Rodriguez Fernandez, S.s., & Salmerion’Vilchez, P. p. (2014). How can reading comprehension strategies and recall be improved in elementary school students? Estudios Sobre Educacion, 26(9)-31.

 

Kucer, S. B. (2014). What retellings can tell us about the nature of reading comprehension in school children. Australian Journal  Of Language & Literacy, 31(1), 31-44.

 

Lapp, D. I., Fisher, D. d., & Johnson, K. k. (2010). Text mapping plus: Improving comprehension through supported retellings.  Journal Of Adolescent & Adult Literacy, 53(5), 423-426.

 

Pearman, C. J. (2008). Independent reading of CD-ROM storybooks: Measuring comprehension with oral retellings. Reading Teacher, 61(8), 594-602. Doi:10.1598/RT.62.8.1


Strasse, K. k., & del Río, F. f. (2014). The role of comprehension monitoring, theory of mind, and vocabulary depth in predicting story comprehension and recall of kindergarten children. Reading Research Quarterly, 49(2), 169-187. doi:10.1002/rrq.68

Research​

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