Children's Comprehension of Informational Text: Reading, Engaging, and Learning

Autor/inn/en	Baker, Linda; Dreher, Mariam Jean; Shiplet, Angela Katenkamp; Beall, Lisa Carter; Voelker, Anita N.; Garrett, Adia J.; Schugar, Heather R.; Finger-Elam, Maria
Titel	Children's Comprehension of Informational Text: Reading, Engaging, and Learning
Quelle	In: International Electronic Journal of Elementary Education, 4 (2011) 1, S.197-227 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Books; Reading Achievement; Learner Engagement; Low Income Groups; Longitudinal Studies; Grade 2; Grade 3; Grade 4; Reading Materials; Teaching Methods; Conventional Instruction; Comparative Analysis; Intervention; Elementary School Students; Scores; Poverty; Reading Comprehension; Vocabulary; Racial Differences; White Students; Hispanic American Students; Asian American Students; African American Students; Gender Differences; Observation; Nonfiction; Expository Writing; Faculty Development; Age Differences; Student Evaluation; Performance Based Assessment; Prompting; Scoring Rubrics; Regression (Statistics); Gates MacGinitie Reading Tests; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Book; Buch; Monographie; Monografie; Leseleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Teaching method; Lehrmethode; Unterrichtsmethode; Armut; Leseverstehen; Wortschatz; Rassenunterschied; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; African Americans; Afroamerikaner; Geschlechterkonflikt; Beobachtung; Non-fiction; Nichtfiktionaler Text; Age; Difference; Age difference; Altersunterschied; Schulnote; Studentische Bewertung; Leistungsermittlung; Benutzerführung; Scoring formulas; Auswertungsbogen; Regression; Regressionsanalyse
Abstract	The Reading, Engaging, and Learning project (REAL) investigated whether a classroom intervention that enhanced young children's experience with informational books would increase reading achievement and engagement. Participants attended schools serving low income neighborhoods with 86% African American enrollment. The longitudinal study spanned second through fourth grades. Treatment conditions were: (1) Text Infusion/Reading for Learning Instruction--students were given greater access to informational books in their classroom libraries and in reading instruction; (2) Text Infusion Alone--the same books were provided but teachers were not asked to alter their instruction; (3) Traditional Instruction--students experienced business as usual in the classroom. Children were assessed each year on measures of reading and reading engagement, and classroom instructional practices were observed. On most measures, the informational text infusion intervention did not yield differential growth over time. However, the results inform efforts to increase children's facility with informational text in the early years in order to improve reading comprehension. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01