Second Graders’ Strategic Preferences While Reading Basal Stories

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Abstract
Second graders’ think-alouds were analyzed to investigate whether children used different reading strategies to comprehend targeted story grammar categories in two basal reader narratives. The results indicate that the proportion of elahorative and non-elaborative strategies used by children differed as a function of category type. Two categories produced a significantly greater number of elaborative strategies as reported by children, and three other categories of story grammar elicited a significantly greater number of non-elaborative strategies for comprehension. One category elicited no significant difference in comprehension strategy. These findings are discussed in relation to previous story grammar research.