Supporting Inferential Comprehension in the Preschool Classroom: The Roles of Theory of Mind and Executive Skills

Autor/inn/en	DeBruin-Parecki, Andrea; Cartwright, Kelly B.
Titel	Supporting Inferential Comprehension in the Preschool Classroom: The Roles of Theory of Mind and Executive Skills
Quelle	In: Reading Teacher, 77 (2023) 2, S.146-155 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cartwright, Kelly B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.2223
Schlagwörter	Preschool Children; Inferences; Theory of Mind; Cognitive Ability; Reading Comprehension; Executive Function; Alphabets; Language Processing; College School Cooperation; Teaching Methods; Vocabulary Development; Intervention + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Inference; Inferenz; Denkfähigkeit; Leseverstehen; Buchstabenschrift; Sprachverarbeitung; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit
Abstract	Although much is known about supporting preschoolers' alphabet knowledge, less is known about instructional moves that support preschoolers' narrative comprehension or how preschoolers' developing cognitive skills may support their narrative comprehension development. This school-university partnership project examined relations of preschoolers' Theory of Mind (i.e., social understanding) and executive function skills to narrative comprehension development in three instructional contexts: inferential, interactive vocabulary-focused, and typical instruction in preschool classrooms. Structured, inferential comprehension instruction emerged as a promising practice that may support preschoolers' narrative comprehension development. We observed that children who received structured inferential comprehension instruction showed greater responsiveness to the instruction if they were high on cognitive flexibility or Theory of Mind, suggesting that these preschool cognitive skills may be important for developing comprehension. The structured, inferential comprehension intervention is described, as are applications to classroom practice. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01