The Effect of Oral and Written Retell Strategies for Informational Text on Reading Comprehension Performance of Fifth Grade Students
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Type of Work32 p.
action research papers
ProgramMasters of Education
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SubjectsEducation -- Research papers (Graduate)
Reading comprehension -- Research.
Fifth grade (Education) -- Research.
School children -- Research.
Education -- Research papers (Graduate)
The purpose of this study was to examine the relative effectiveness of the oral retell strategy versus the written retell strategy for aiding reading comprehension of informational text among average fifth grade readers (n = 16). The measurement tool was the Baltimore County Content Link Assessment. This study involved the use of a pretest/posttest design. The results of the pretest confirmed the groups did not differ prior to the intervention. Posttest scores were compared to assess the comparative effectiveness of the two instructional models. There were no significant differences in the mean reading comprehension scores between the oral retell group (Mean= 9.00, SD = 1.07) and the written retell group (Mean = 9.25 SD = 1.91) [t (14) = -.32, p > .05]. Implications and recommendations for future research are discussed.