A Qualitative Analysis of the Story Enactment ‘Something Good’ to Assess Comprehension in English and Spanish-Speaking Pre- School Children

Authors

Sue Pickens, Brigham Young University
Dr. Barbara Culatta, Brigham Young University

Keywords

story enactment, 'Something Good', English, Spanish, pre-school children

College

David O. McKay School of Education

Department

Communication Disorders

Abstract

Currently, Dr. Culatta is working on Project CALL, a Contextualized Approach to Language and Literacy. She is looking at how language and literacy skills can be taught to preschool children in Head Start. As an extension of her research, I analyzed children’s participation and engagement in story enactment. I also analyzed Spanish speaking children’s engagement in story enactment, and the behaviors that affect story comprehension. By analyzing two enactments of the story, I hypothesized that I would find in the children’s second enactment of the story that they will be able to make more relevant comments, predict and anticipate more story events, become more engaged in the story, and increase their levels of participation in the story showing their effective comprehension.

Recommended Citation

Pickens, Sue and Culatta, Dr. Barbara (2013) "A Qualitative Analysis of the Story Enactment ‘Something Good’ to Assess Comprehension in English and Spanish-Speaking Pre- School Children," Journal of Undergraduate Research: Vol. 2013: Iss. 1, Article 3.
Available at: https://scholarsarchive.byu.edu/jur/vol2013/iss1/3