Teaching Expository Comprehension Skills in Early Childhood Classrooms

Autor/inn/en	Culatta, Barbara; Hall-Kenyon, Kendra M.; Black, Sharon
Titel	Teaching Expository Comprehension Skills in Early Childhood Classrooms
Quelle	In: Topics in Language Disorders, 30 (2010) 4, S.323-338 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-8294
DOI	10.1097/TLD.0b013e3181ff5a65
Schlagwörter	Comprehension; Preschool Children; Expository Writing; Pilot Projects; Instructional Effectiveness; Large Group Instruction; Small Group Instruction; Student Motivation; Learner Engagement; Preschool Teachers; Speech Language Pathology; Allied Health Personnel; Educational Cooperation + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Pilot project; Modellversuch; Pilotprojekt; Unterrichtserfolg; Schulische Motivation; Erzieher; Erzieherin; Kindergärtnerin; Education; cooperation; Kooperation
Abstract	Purpose: This pilot project implemented and evaluated a theme-based unit designed to teach expository comprehension skills to young children in four preschool classrooms. Method: The program and the unit were collaborative efforts of speech-language pathologists (SLPs) and early childhood educators. Within topically related units, 71 children ages 4:1 to 5:0 engaged in first-hand experiences related to narrative texts, adapted expository texts, and mapping tasks within large group, small group, and class routine contexts. Data sources consisted of expository compare/contrast and problem/solution tasks, classroom observations, teacher and parent interviews, and parent surveys. Results: During instruction most of the 71 participating children made gains in both the compare/contrast and problem/solution tasks. They spontaneously applied problem/solution strategies in noninstructional settings. Teachers and parents reported that children were motivated by and engaged in the playful but systematic instruction. Discussion: Although there were limitations in the study, results suggest that preschool children are able to benefit from expository instruction that is explicit, purposeful, and focused on topics of natural interest to young children. The study should be replicated with refined measures and a more diverse population. (As Provided).
Anmerkungen	Lippincott Williams & Wilkins. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: customerservice@lww.com; Web site: http://www.lww.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10