Supporting Inferential Thinking in Preschoolers: Effects of Discussion on Children's Story Comprehension

Autor/in	Collins, Molly F.
Titel	Supporting Inferential Thinking in Preschoolers: Effects of Discussion on Children's Story Comprehension
Quelle	In: Early Education and Development, 27 (2016) 7, S.932-956 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2016.1170523
Schlagwörter	Cognitive Processes; Difficulty Level; Story Reading; Reading Comprehension; English Language Learners; Preschool Children; Portuguese; Experimental Groups; Control Groups; Comparative Analysis; Reading Aloud to Others; Group Discussion; Regression (Statistics); Reading Tests; Inferences; Thinking Skills; Immigrants; Picture Books; Receptive Language; Intelligence Tests; Verbal Ability; Vocabulary; Expressive Language; Parent Participation; Pretests Posttests; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Leseverstehen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Portugiesischunterricht; Gruppendiskussion; Regression; Regressionsanalyse; Lesetest; Inference; Inferenz; Denkfähigkeit; Immigrant; Immigrantin; Immigranten; Picture book; Bilderbuch; Rezeptive Kommunikationsfähigkeit; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Elternmitwirkung
Abstract	Research Findings: This study examines the effects of low- and high-cognitive demand discussion on children's story comprehension and identifies contributions of discussion, initial vocabularies, and parent reading involvement. A total of 70 English learner preschoolers took baseline vocabulary tests in Portuguese and English, were randomly assigned to experimental or control conditions, and were read pairs of books in small groups. In the experimental condition, 1 book per pair was discussed using low-cognitive demand (literal) talk. The other was discussed using high-cognitive demand (inferential) talk. In the control condition, books were read aloud without discussion. All children took story comprehension tests (new literal and inferential questions) following books' third readings. Findings showed significant effects of discussion on comprehension. Repeated measures analyses indicated significant effects of high-demand discussion on both question types, particularly inferential questions. Regression indicated significant contributions of high-demand discussion beyond English vocabulary and home reading. Practice or Policy: High-demand discussion significantly influences children's inferential thinking skill, contributes benefits over and above expected impacts of initial vocabulary, and may offer benefits over low-demand talk for literal details. Teachers need not wait to engage young language learners in cognitively challenging discussion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01