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- Students with learning disabilities are not always aware of text structures, let alone able use them strategically to support reading comprehension.
- Understanding of planning or intentional behavior is essential for processing narratives.
- Having sufficient world knowledge in one's background knowledge is crucial to reading narratives.
- To understand narratives, readers must deal conjunctively with what happens in the action of the story and what the protagonists are thinking or saying.
- For proficient readers, story grammar serves as a frame or guide to help them identify important information and logical connections among ideas in a narrative.
- Students with reading disabilities often are not knowledgeable or efficient in using story content schemata and grammar to comprehend, tell, or retell stories.
- Students with reading disabilities tell shorter, less organized stories, often leaving out key information.
- Cultural differences in schema knowledge can affect comprehension.
- Teachers must be careful not to infer disability in a student whose difficulty with narratives is due to lack of content or story grammar schema related to cultural differences.
- Story grammars are the oldest and most studied model for teaching narrative text structures.
- By having a better understanding of how stories work, students increase their ability to predict how the author will develop a story.
- Story content schemata and story text grammar structures facilitate recognition of the gists or themes of passages.
- It is typical for story grammars to include hierarchical relations between components and rules that govern what information is included with the story.
- In its simplest form, story grammar involves specification of the main character, his or her problem or conflict, his or her attempts to solve the problem, and the chain of events that lead to a resolution.
- The bottom line with analyzing any text is helping students get to the point where they can use this knowledge strategically in their reading.
- Direct instruction in story schemata provides students with a transferable framework for storing and retrieving information.
- In addition to teaching the macrostructure of story grammar, teachers must teach the use of signaling devices, cohesive ties, and sentence level factors.
- Telling and writing stories can be very helpful to students in becoming familiar with the organization of narrative genres.
- Activities, like retelling, help students to get a better overall understanding of the story after they analyze the text using story grammar.
- In facilitating story grammar instruction, the teacher should carefully monitor student responses and provide corrective feedback during guided practice.
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