Statement of the Problem: 

     Over the past five years, I have done extensive tutoring in the Third and Fourth Grades.  An area of weakness for many of these students has been in their ability to write stories meeting grade level expectations. Even with the use of graphic organizers and the use of other writing strategies and tools, the understanding and incorporation of well- developed story elements in many students' writings continues to be a weakness.   

       With the ultimate goal of writing competency by Third and Fourth grade, this study is geared towards the practice of repeated reading and story retelling in the Kindergarten. The rationale is to build a solid foundation for the understanding and use of story structure elements before children are able to read and write independently. Through repeated reading and story retelling, students will have the continued practice they need in order to internalize the story structure elements- this internalization is a precursor to independence. Becoming familiar with storybook language, themes, and elements at an early age will improve comprehension, promote fluency, and afford students the opportunity to experience reading through retelling before formal decoding and independent reading emerge.    

     Many researches have cited the importance of socialization in Literacy Development.  Reading by nature is an interactive social process. Meaning is made through transactions between the reader, text, teacher, peers and environment. Cooperative and collaborative group exchanges can offer students the mutual support, knowledge, encouragement, correction and guidance they need to enhance their intellectual performance and enable them to accomplish together more than an individual could alone (Forman & Casden, 1994; Halliday, 1994; Hodges 2000; Yopp & Singer, 1994; Harste, 1994; Ruddell,1994).