Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade

Autor/inn/en	Connor, Carol McDonald; Phillips, Beth M.; Kaschak, Michael; Apel, Kenn; Kim, Young-Suk; Al Otaiba, Stephanie; Crowe, Elizabeth C.; Thomas-Tate, Shurita; Johnson, Lakeisha Cooper; Lonigan, Christopher J.
Titel	Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade
Quelle	In: Educational Psychology Review, 26 (2014) 3, S.379-401 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-014-9267-1
Schlagwörter	Reading Instruction; Teaching Methods; Intervention; Reading Comprehension; Reading Skills; Language Proficiency; Preschool Children; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Elementary School Students; Reading Processes; Cognitive Processes; Morphology (Languages); Syntax; Verbs; Knowledge Level; Small Group Instruction; Lesson Plans; Planning; Scripts; Pretests Posttests; Educational Technology + Suchen Sie Ihr Suchwort? Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Leseverstehen; Reading skill; Lesefertigkeit; Language skill; Language skills; Sprachkompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Leseprozess; Cognitive process; Kognitiver Prozess; Morphology; Morphologie; Wissensbasis; Lesson planning; Unterrichtsplanung; Ablaufplanung; Planungsprozess; Skript; Unterrichtsmedien
Abstract	This paper describes the theoretical framework, as well as the development and testing of the intervention, "Comprehension Tools for Teachers" (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for understanding for prekindergarteners through fourth graders. Component interventions target processes considered largely automatic as well as more reflective processes, with interacting and reciprocal effects. Specifically, we present component interventions targeting cognitive, linguistic, and text-specific processes, including morphological awareness, syntax, mental-state verbs, comprehension monitoring, narrative and expository text structure, enacted comprehension, academic knowledge, and reading to learn from informational text. Our aim was to develop a tool set composed of intensive meaningful individualized small group interventions. We improved feasibility in regular classrooms through the use of design-based iterative research methods including careful lesson planning, targeted scripting, pre- and postintervention proximal assessments, and technology. In addition to the overall framework, we discuss seven of the component interventions and general results of design and efficacy studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10