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Autor/in | Pratt, Sharon M. |
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Titel | A Mixed Methods Approach to Exploring the Relationship between Beginning Readers' Dialog about Their Thinking and Ability to Self-Correct Oral Reading |
Quelle | In: Reading Psychology, 41 (2020) 1, S.1-43 (43 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0270-2711 |
DOI | 10.1080/02702711.2019.1674434 |
Schlagwörter | Oral Reading; Error Correction; Cognitive Processes; Metacognition; Grade 1; Elementary School Students; Beginning Reading; Reading Processes; Reading Strategies; Self Evaluation (Individuals); Epistemology Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Korrektur; Cognitive process; Kognitiver Prozess; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; School year 01; 1. Schuljahr; Schuljahr 01; Erstleseunterricht; Reading strategy; Leselernstufe; Lesetechnik; Erkenntnistheorie |
Abstract | This mixed methods study explored the relationship between what beginning readers say about their thought processes for self-monitoring their reading and their ability to self-correct. Using Epistemic Network Analysis to visually map the metacognitive processes first-graders reported, results indicate a statistically significant difference (p [less than or equal to] 0.001) related to ability to self-correct miscues. Students more proficient in self-correcting miscues relied on an integrated use of strategies related to visual, structure, and meaning cues. Those less proficient in self-monitoring provided more general responses or were less likely to explain their thinking processes; however, they were also more attentive to specific meaning cues. This study provides visual evidence for building upon the unique strengths of all readers. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |