A study of the relationship of storytelling ability and reading comprehension in fourth and sixth grade African-American children.
The purpose of the present investigation was to examine the relation of storytelling skills to achievement in reading comprehension in African-American children. Socioeconomic status (SES), gender and developmental level of children's stories were examined as predictors of reading achievement. A total of 80 children in the fourth and sixth grades served as subjects. Results indicated that correlations of the narrative variables with reading achievement were significant for story level (0.37) and clauses per T-unit (0.33). These results are discussed relative to the effect of oral language on academic achievement and the importance of examining this relationship in culturally and linguistically diverse groups.
Klecan-Aker
J S
JS
Texas Christian University, Department of Communication Sciences and Disorders, Fort Worth, TX 76129, USA.
Caraway
T H
TH
D001741:Black or African American; D002648:Child; D003071:Cognition; D004522:Educational Status; D006801:Humans; D007802:Language; D011932:Reading; D012737:Sex Factors; D012959:Socioeconomic Factors; D014481:United States