Summarizing Stories: The Role of Instruction in Text Structure In Learning to Write

Two subjects with differing ASL and English language skills participated in a program of instruction for teaching deaf children summarization skills based on a knowledge of story structure. The program is described. Baseline measures revealed that these subjects had only a meager knowledge of story structure. During intervention, subjects' performance rose dramatically. In one subject, this level of performance was maintained; in the other, performance declined during the maintenance period. Results indicate that the basic program was effective for these two subjects, but modifications are indicated.