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Although all readers use information from the text for their
retellings, they can differ greatly. The differences among retellings
stem from varying schemata and experiences brought to the
reading. The more relevant the story is to the reader, the more
accurate the retelling will be. Bransford (1994) states, “Relatively
subtle differences in schemata can have important effects on the
interpretations readers make”. Retellings provide a large amount of
data for researchers to gain insight into a reader’s comprehension
process. They also provide an opportunity for the reader to present
his/her ideas to the world and to rehearse, integrate, modify and
add to comprehension. Presenting one’s concepts and
generalizations to others allows the presenter to hear reflections
from others and build shared meanings (Goodman, 1982). This is
important because reading is a meaning construction process.
Meanings are shared and negotiated between the learner, the text,
the teacher and the classroom community (Ruddell & Unrau, 1994).
Additionally, readers who cannot remember the label for something
will have the opportunity to show what they know through
explanations. They will have the time to organize and think through
what they have read or heard. Teachers need to provide
opportunities for readers to relate, rethink, and continue to make
sense of the story-to continue comprehending past the actual
reading event (Goodman, 1982). Story retelling provides a natural
outlet for these processes to occur even before children can
“decode” the words on their own.
repeated
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