MA (Master of Arts)
Early Childhood Education
Date of Award
Committee Chair or Co-Chairs
Mary Langenbrunner, Rebecca Isbell
This study investigated story journaling to enhance story comprehension. Eighteen kindergarten children participated in this six-week study with the teacher reading a total of twenty-four stories to the class. The class was randomly divided into Group A and Group B, with 3 focus participants from each group retelling the story. The retelling was audio taped and analyzed using Morrow's (2001) procedures. Group B experienced the intervention of story journaling on the third week of the study and showed an improvement in story comprehension during the fifth and sixth weeks of story journaling. Group A did not experience the intervention of story journaling until the fifth week of the study and showed a slight improvement by the end of the sixth week of story journaling. There appears to be a connection of story journaling to story comprehension when children are given the opportunity to story journal after hearing a story.
Thesis - Open Access
Carr, Carisa L., "Journaling as a Tool to Improve Story Comprehension for Kindergarten Students." (2003). Electronic Theses and Dissertations. Paper 800. https://dc.etsu.edu/etd/800
Copyright by the authors.