Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Education

First Advisor

Debi Briggs-Crispin, EdD

Second Advisor

Jenelle Stone, PhD

Abstract

This action research study examined whether culturally appropriate, relevant materials could improve fourth-grade students' retelling skills. The study implemented four well-structured strategies over a nine-week intervention, involving fifteen students (five males and ten females) from an Indigenous reservation. The primary goal was to improve their retelling scores, which would, in turn, enhance their overall reading scores. Beginning-of-year data showed that students struggled to achieve passable reading scores, with retelling as a primary hindrance. Students were strategically paired to build reading skills and encouraged to collaborate effectively to improve comprehension, fluency, and retelling. Data were collected throughout the nine weeks using assessment scores, fluency practice, reading comprehension exercises, and digital storytelling with graphic organizers. The results indicated that students taught explicit retelling strategies improved their scores and understanding of the reading process. Qualitative observations also showed that through modeling, repetition, and intentional practice, students better understood what retelling entails and how it contributes to becoming successful readers.

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