Accelerated Reader #5

Moss, Barbara (1997). A qualitative assessment of first graders’ retelling of expository text. Reading Research and Instruction, 37, 1-13.

The purpose of this Case Study was to test the comprehension level of 20 first grade students with expository text. Comprehension was measured through an oral retelling of a book. The participants in this study were 20 children from a first grade class in a rural northeastern Ohio elementary school. The students’ socio-economic levels ranged from lower-to-upper-middle class, with ability levels ranging from below average to above average. Twenty preservice teachers (research assistants enrolled in a reading methods class) were trained in read-aloud strategies, and were thoroughly familiar with the retelling procedure. They also learned how to administer and score retellings. The research assistants read aloud the book How Kittens Grow (Selsam, 1973). Each research assistant read aloud to one child. The children’s ability levels were unknown to the research assistants. Following the reading, the children retold the book. Four follow up questions were also asked to assess the children’s ability to summarize, identify important information, and express opinions about the book. The research assistants transcribed and recorded each retelling. The retellings were assessed and assigned a score using an adapted version of Irwin and Mitchell’s (1983) 5-point Scale for Judging the Richness of Retellings. This scale provides a holistic evaluation similar to those used in evaluating writing samples. Each retelling was “blindly” scored three times, and assigned a score ranging from 1 (low) to 5 (high). A fourth reader (the primary researcher) rescored those retellings that varied by more than one point on the scale. Of the 20 first graders, 18 received a score of 3 or better on the Irwin and Mitchell (1983) scale. Additional information was obtained about the children’s understanding of the text by analyzing each child’s responses to the follow up questions. These responses were coded and categorized. Twelve of the 20 children provided adequate summaries of the book. Those who received scores of 4 or 5 on the retelling were also able to make inferences beyond the text. Nearly all of the children were able to identify the most important thing learned from the text.

The author did accomplish what she intended to do. She demonstrated that young children are capable of comprehending expository text. Individualized assessment may be a better means of assessing young children’s comprehension than traditional test-type measures. In this qualitative study, several standards of adequacy were addressed. Although the author does not state why she chose this particular first grade classroom, an assumption can be made that there was some connection between the researcher and the school (the researcher is on staff at the University of Akron, and the school subject to this research is in northeastern Ohio). The purpose of the study was Descriptive Exploratory. She intended to show that young children did comprehend expository text, but that traditional testing environments aren’t the best way to assess that comprehension. Validity was enhanced by the researcher using multiple researchers and mechanically recorded data. Audibility was one strategy used that enhanced reflexivity (i.e., rigorous self scrutiny by the researcher). Data was managed with specific codes and categories by at least three different research assistants, and then again by the researcher when a one point discrepancy occurred. Components to generate the extension of findings include Research Role (the research assistants were outsiders), Data Collection Strategies (precise descriptions of data collection were given), Data Analysis Strategies (analytical strategies in data analysis were specifically outlined), and Other Criteria by Research Approach (the researcher suggests further investigation in examining reading comprehension in young children).