Can Inferencing Be Trained in Preschoolers Using Shared Book-Reading? A Randomised Controlled Trial of Parents' Inference-Eliciting Questions on Oral Inferencing Ability

Autor/inn/en	Davies, Catherine; McGillion, Michelle; Rowland, Caroline; Matthews, Danielle
Titel	Can Inferencing Be Trained in Preschoolers Using Shared Book-Reading? A Randomised Controlled Trial of Parents' Inference-Eliciting Questions on Oral Inferencing Ability
Quelle	In: Journal of Child Language, 47 (2020) 3, S.655-679 (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Davies, Catherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
Schlagwörter	Inferences; Training; Preschool Children; Oral Reading; Scaffolding (Teaching Technique); Vocabulary Development; Semantics; Reading Comprehension + Suchen Sie Ihr Suchwort? Inference; Inferenz; Ausbildung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Wortschatzarbeit; Semantik; Leseverstehen
Abstract	The ability to make inferences is essential for effective language comprehension. While inferencing training benefits reading comprehension in school-aged children (see Elleman, 2017, for a review), we do not yet know whether it is beneficial to support the development of these skills prior to school entry. In a pre-registered randomised controlled trial, we evaluated the efficacy of a parent-delivered intervention intended to promote four-year-olds' oral inferencing skills during shared book-reading. One hundred children from socioeconomically diverse backgrounds were randomly assigned to inferencing training or an active control condition of daily maths activities. The training was found to have no effect on inferencing. However, inferencing measures were highly correlated with children's baseline language ability. This suggests that a more effective approach to scaffolding inferencing in the preschool years might be to focus on promoting vocabulary to develop richer and stronger semantic networks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01