TITLE

The Effect of Using Written Retelling as a Teaching Strategy on Students Performance on the TOWL-2

AUTHOR(S)
Geist, Eugene A.; Boydston, Rita Clanton
PUB. DATE
June 2002
SOURCE
Journal of Instructional Psychology;Jun2002, Vol. 29 Issue 2, p108
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The purpose of this study was to determine if practice in written retellings that focused on the structural framework of narratives, would enhance second grader's writing development as tested by the TOWL-2. This investigation used a Multiple Analysis of Variance procedure to examine the interaction effect of Teaching style (Traditional/Skill Based or Language / Whole Language based) and the use of a written retelling strategy to teach grammar. The questions to be discussed are: 1) Do students who are taught reading using the written retelling strategy score better on the Test of Written Language � 2 (TOWL-2) over students that were not taught using this strategy. 2) Does the teaching style (Traditional/Skill Based or Language/Writing Process based) have an effect on the test scores on the TOWL-2 3) Is there an interaction between these two independent variables. In other words does the written retelling strategy work better in a traditional classroom or a language based classroom? The study involved a total of 118 children from four writing process and four traditional classrooms. The classes were randomly assigned to treatment and control groups so that there were 2 traditional classrooms and 2 writing process classrooms in each of the control and treatment groups. A written retelling instructional strategy was conducted with the treatment groups over a 12-week period. Prescores and postscores on the Test of Written Language-2 were analyzed by using a multiple analysis of variance (MANOVA). All the subtests except the Thematic Maturity test show a significant interaction effect between teaching style and the written retelling approach to teaching reading and writing. These interactions, along with the individual results for each classroom and independent variable suggest that written retelling cannot be used as a piecemeal ready made activity that teachers can use in their classrooms. Instead the teacher must use this method as part of an overall...
ACCESSION #
6911225

 

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