How pre-reading strategies affect the retell ability of kindergarten students





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The research question addressed in this project was, how will using pre-reading strategies affect the retelling ability of kindergarteners? It documents one teacher's/researcher's concern and passion for teaching kindergarten students how to read using all components of reading emphasizing the use of pre-reading strategies that increase comprehension. This research was primarily qualitative. The students were the participants of action research which included the use of Picture Walk and Prediction Strategies taught before read-aloud sessions. The teacher interviewed each student after read-aloud sessions, her data focused on four specific participants. This 4-week study built pre-reading strategy instruction into regular scheduled reading time. The author documents the details participant results including literature involved. She describes the successes of the students and the teacher, along with the variables to consider while teaching reading to kindergarten students.

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