The effect of a structured story reading intervention, story retelling and higher order thinking for English language and literacy acquisition.

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  • Additional Information
    • Subject Terms:
    • Abstract:
      The purpose of this study was to investigate the effectiveness of structured story reading intervention, Story retelling and higher order thinking for English Language and Literacy Acquisition (STELLA), delivered to 38 Hispanic English language learners (ELL) placed in an enhanced transitional bilingual programme over 2 years from first to second grade as compared with 34 control students placed in a typical practice transitional bilingual programme during the same time period. Both treatment and comparison ELL students' retellings of two stories in Spanish and English were measured by five story elements. Findings were that (a) students receiving intervention outperformed their comparison peers in all five story elements in English and Spanish of both stories; (b) students showed stronger ability in their native language in four of five story elements; and (c) students performed at a higher level in the narrative-informational story than a narrative story in both languages. Educational implications are discussed. [ABSTRACT FROM AUTHOR]
    • Abstract:
      Copyright of Journal of Research in Reading is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
    • ISSN:
      0141-0423
    • Accession Number:
      10.1111/j.1467-9817.2010.01472.x
    • Accession Number:
      90459778
  • Citations
    • ABNT:
      CRUZ DE QUIRÓS, A. M. et al. The effect of a structured story reading intervention, story retelling and higher order thinking for English language and literacy acquisition. Journal of Research in Reading, [s. l.], v. 35, n. 1, p. 87–113, 2012. DOI 10.1111/j.1467-9817.2010.01472.x. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=90459778. Acesso em: 10 jul. 2020.
    • AMA:
      Cruz de Quirós AM, Lara AR, Tong F, Irby BJ. The effect of a structured story reading intervention, story retelling and higher order thinking for English language and literacy acquisition. Journal of Research in Reading. 2012;35(1):87-113. doi:10.1111/j.1467-9817.2010.01472.x.
    • AMA11:
      Cruz de Quirós AM, Lara AR, Tong F, Irby BJ. The effect of a structured story reading intervention, story retelling and higher order thinking for English language and literacy acquisition. Journal of Research in Reading. 2012;35(1):87-113. doi:10.1111/j.1467-9817.2010.01472.x
    • APA:
      Cruz de Quirós, A. M., Lara, A. R., Tong, F., & Irby, B. J. (2012). The effect of a structured story reading intervention, story retelling and higher order thinking for English language and literacy acquisition. Journal of Research in Reading, 35(1), 87–113. https://doi.org/10.1111/j.1467-9817.2010.01472.x
    • Chicago/Turabian: Author-Date:
      Cruz de Quirós, Ana M., Alecio, Rafael Lara, Fuhui Tong, and Beverly J. Irby. 2012. “The Effect of a Structured Story Reading Intervention, Story Retelling and Higher Order Thinking for English Language and Literacy Acquisition.” Journal of Research in Reading 35 (1): 87–113. doi:10.1111/j.1467-9817.2010.01472.x.
    • Harvard:
      Cruz de Quirós, A. M. et al. (2012) ‘The effect of a structured story reading intervention, story retelling and higher order thinking for English language and literacy acquisition’, Journal of Research in Reading, 35(1), pp. 87–113. doi: 10.1111/j.1467-9817.2010.01472.x.
    • Harvard: Australian:
      Cruz de Quirós, AM, Lara, AR, Tong, F & Irby, BJ 2012, ‘The effect of a structured story reading intervention, story retelling and higher order thinking for English language and literacy acquisition’, Journal of Research in Reading, vol. 35, no. 1, pp. 87–113, viewed 10 July 2020, .
    • MLA:
      Cruz de Quirós, Ana M., et al. “The Effect of a Structured Story Reading Intervention, Story Retelling and Higher Order Thinking for English Language and Literacy Acquisition.” Journal of Research in Reading, vol. 35, no. 1, Feb. 2012, pp. 87–113. EBSCOhost, doi:10.1111/j.1467-9817.2010.01472.x.
    • Chicago/Turabian: Humanities:
      Cruz de Quirós, Ana M., Alecio, Rafael Lara, Fuhui Tong, and Beverly J. Irby. “The Effect of a Structured Story Reading Intervention, Story Retelling and Higher Order Thinking for English Language and Literacy Acquisition.” Journal of Research in Reading 35, no. 1 (February 2012): 87–113. doi:10.1111/j.1467-9817.2010.01472.x.
    • Vancouver/ICMJE:
      Cruz de Quirós AM, Lara AR, Tong F, Irby BJ. The effect of a structured story reading intervention, story retelling and higher order thinking for English language and literacy acquisition. Journal of Research in Reading [Internet]. 2012 Feb [cited 2020 Jul 10];35(1):87–113. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=90459778