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The relationship between story grammar instruction and first graders’ understanding of narrative material Nelson, Karen Annie


This study examined the extent to which instruction in story grammar improved children's abilities to comprehend and recall narrative material. Experimental group subjects received story grammar instruction over a five week period; control group subjects listened to the same stories as the experimental group during this time, but did not receive instruction in story grammar. It was found that subjects receiving instruction in story grammar were able to comprehend narrative material significantly better than subjects not receiving instruction. Experimental group subjects were also able to recall narrative material in the correct sequence and answer literal and inferential questions better than control group subjects, although the differences between the two groups were not significant.

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