Teachers' Cognitive Demands and Preschool Students' Use of Thinking Strategies during Interactive Book Reading

Autor/in	Servizzi, Kelli M.
Titel	Teachers' Cognitive Demands and Preschool Students' Use of Thinking Strategies during Interactive Book Reading
Quelle	(2013), (196 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Ball State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-8972-5
Schlagwörter	Hochschulschrift; Dissertation; Preschool Children; Schemata (Cognition); Inferences; General Education; Special Education; Cognitive Ability; Observation; Thinking Skills; Learning Strategies; Story Reading; Teacher Student Relationship; Teaching Methods; Preschool Teachers; Discussion (Teaching Technique); Student Interests; Reading Material Selection + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Cognition; Schema; Kognition; Inference; Inferenz; Allgemein bildendes Schulwesen; Allgemeinbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Denkfähigkeit; Beobachtung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Erzieher; Erzieherin; Kindergärtnerin; Studieninteresse
Abstract	The study examined preschool students' use of thinking strategies when responding to deep structure questions during interactive book readings. The children were enrolled in two different inclusive preschool classrooms in a large Midwestern city. The study explored which thinking strategies the preschool children used when answering deep structure questions. Also under investigation was the potential difference in usage of thinking strategies between general education and special education students. Data collected included observations and frequency tallies. Information gathered was analyzed using independent sample T-Tests. The classrooms were combined to generate a larger population. Analysis showed the preschool students in the two inclusive preschool classrooms used all seven thinking strategies during interactive book read alouds. Frequency counts revealed a higher mean usage of schema, making inferences, and determining importance. Further, these strategies were as likely to be used by a general education student as a special education student. Based on the results of the study, teachers should guide and instruct their students about stories within discussions. Teachers should also select engaging texts guided by student interest, student background, or classroom project. This will allow them to build on information that students have and also create learning opportunities in the classroom that affects the classroom community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01