The effect of genre-specific story grammar instruction on recall, comprehension, and writing of tenth-grade English students

TL;DRAbstract

The purpose of this study was to investigate the effect of four instructional strategies on the recall patterns, comprehension scores, and written productions of tenth-grade survey English literature students. The four instructional strategies were (1) genre-specific story grammar, (2) generic story grammar, (3) teacher-posed questions and answer instruction, and (4) theme instruction. The genre used for instruction of all groups was Science Fiction literature. A Science Fiction genre-specific story grammar was developed, devised, and employed as an instructional tool for this study. Prior research had not investigated different instructional methodologies using a genre-specific story grammar. Research using the Mandler and Johnson generic story grammar had been limited to studies conducted in elementary classrooms, with the exception of one secondary study. This secondary study did not examine the recall patterns nor written story productions of the subjects, but it did examine the co

Chat with Paper

AI Agents for this Paper