Comprehension The example of Reetal in the previous not only demonstrated her enjoyment of the reading experience, but also her comprehension as she followed the story events in the same order as the book when re-enacting the story to her parents. This suggests that story sacks could increase children’s comprehension of stories, see Figure 5-2 Reetal successfully managed to complete the ‘Ordering the Story Cycle’ by her-self. This point underlines the significance of children making links between stories and experiences in their own lives (Barron & Powell, 2003). Figure : Retaal Completed the Activity. The scaffolding of teachers to engage children with story sacks played an essential role in enhancing comprehension, as I observed: children’s Daniah opened the story sack, picked up the story pictures and tried to ‘Eid Gift’ put them in the right order. There were eight pictures. The teacher sat beside Daniah and asked her, you read the Daniah said, Then, the “Did story?” “No.” teacher suggested that she read the story first and then try the ordering activity again. Daniah started reading the story aloud, looking at the pictures, after which she started ordering the story events. She managed to do the first three events correctly, but the fourth one was not in the right order. The teacher asked her what happened in the story after the character had a shower. Daniah answered, “She combed her The teacher replied, Daniah finished ordering the hair.” “Excellent”. story events, with some help from the teacher. Then she said, will do it by “I myself She mixed up the pictures and started again, and this time she now.” managed to order all the events correctly. (Field notes, April 2014) It is clear that the teacher provided scaffolding to the child to solve the puzzle because, at the beginning, the child could not order the story events correctly without the assistance. She could not work out how to do it on her own, but with the teacher’s scaffolding she had a much clearer idea of what to do. teacher’s Also, peers have a significant role in providing scaffolding to other children to enhance comprehension, as seen during my observation of Roaa:
Comprehension The example of Reetal in the previous not only demonstrated her enjoyment of the reading experience, but also her comprehension as she followed the story events in the same order as the book when re-enacting the story to her parents. This suggests that story sacks could increase children’s comprehension of stories, see Figure 5-2 Reetal successfully managed to complete the ‘Ordering the Story Cycle’ by her-self. This point underlines the significance of children making links between stories and experiences in their own lives (Barron & Powell, 2003). Figure : Retaal Completed the Activity. The scaffolding of teachers to engage children with story sacks played an essential role in enhancing children’s comprehension, as I observed: Daniah opened the ‘Eid Gift’ story sack, picked up the story pictures and tried to put them in the right order. There were eight pictures. The teacher sat beside Daniah and asked her, “Did you read the story?” Daniah said, “No.” Then, the teacher suggested that she read the story first and then try the ordering activity again. Daniah started reading the story aloud, looking at the pictures, after which she started ordering the story events. She managed to do the first three events correctly, but the fourth one was not in the right order. The teacher asked her what happened in the story after the character had a shower. Daniah answered, “She combed her hair.” The teacher replied, “Excellent”. Daniah finished ordering the story events, with some help from the teacher. Then she said, “I will do it by myself now.” She mixed up the pictures and started again, and this time she managed to order all the events correctly. (Field notes, April 2014) It is clear that the teacher provided scaffolding to the child to solve the puzzle because, at the beginning, the child could not order the story events correctly without the teacher’s assistance. She could not work out how to do it on her own, but with the teacher’s scaffolding she had a much clearer idea of what to do. Also, peers have a significant role in providing scaffolding to other children to enhance comprehension, as seen during my observation of Roaa:
Promoting%20Reading%20for%20Pleasure%20with%20Kindergarten%20Children%20in%20Saudi%20Arabia.docx