The purpose of this study was a comparative research on retelling and
writing out of effective reading comprehension strategies in the 3rd grade of
elementary school children with reading disabilities.
In other words, it is a study that tries to prepare the story composition
report by searching for 6 kinds of story constitutional elements after reading
the story, tries retelling and writing, and compares efficiency of the reading
comprehension by using evaluation problem about the realistic understanding
and the inferential understanding.
This study carried out by dividing six 3rd graders with reading disabilities
into two groups, and selected the reading story and the evaluation problem
in a discussion of three elementary-school teachers.
In conclusion, it can be said that retelling is more effective strategy for the
reading comprehension than writing and is more effective for enhancing the
realistic understanding than the inferential understanding, in a study of
targeting the 3rd grade of elementary school children with reading