Literaturnachweis - Detailanzeige
| Autor/inn/en | Hwang, HyeJin; Orcutt, Ellen; Reno, Emily A.; Kim, Jasmine; Harsch, Rina Miyata; McMaster, Kristen L.; Kendeou, Panayiota; Slater, Susan |
|---|---|
| Titel | Making the Most of Read-Alouds to Support Primary-Grade Students' Inference-Making |
| Quelle | In: Reading Teacher, 77 (2023) 2, S.167-177 (11 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Orcutt, Ellen) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0034-0561 |
| DOI | 10.1002/trtr.2226 |
| Schlagwörter | Oral Reading; Inferences; Teaching Methods; Questioning Techniques; Scaffolding (Teaching Technique); Feedback (Response); Primary Education; Kindergarten; Grade 1; Grade 2 |
| Abstract | Generating accurate inferences is crucial for the successful comprehension of text and is a skill that needs to be supported starting in the early grades. Teachers can support inference-making during read-aloud lessons by asking inferential questions and providing scaffolding and feedback on students' inference-making. In this article, we describe instructional principles to support students' inference-making specifically during read-alouds. We also share findings from our research in K-2 classrooms that show how inferential questions, scaffolding, and feedback in read-aloud lessons can support primary-grade students' inference-making. Finally, we describe steps to design and implement read-aloud lessons for supporting the development of inference-making in primary-grade students. (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 |
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