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

Authors


Address for correspondence: Dr Ana M. Quirós, 17611 Haywood Oaks Dr., Houston, TX 77095 USA. E-mail: amquiros@aol.com

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.

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