Kindergartners Can Do It, Too! Comprehension Strategies for Early Readers

Autor/inn/en	Gregory, Anne E.; Cahill, Mary Ann
Titel	Kindergartners Can Do It, Too! Comprehension Strategies for Early Readers
Quelle	In: Reading Teacher, 63 (2010) 6, S.515-520 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1598/RT.63.6.9
Schlagwörter	Reading Comprehension; Kindergarten; Inferences; Teaching Methods; Learning Strategies; Cognitive Processes; Beginning Reading; Reader Text Relationship; Schemata (Cognition); Visualization; Reading Teachers + Suchen Sie Ihr Suchwort? Leseverstehen; Inference; Inferenz; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognitive process; Kognitiver Prozess; Erstleseunterricht; Cognition; Schema; Kognition; Visualisation; Visualisierung; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen
Abstract	Comprehension strategy instruction has been widely studied in the past 10 years. We now know that students who actively engage and interact with text using particular cognitive strategies are more likely to understand and remember more of what they have read. Students who use these strategies are able to access knowledge that is outside the realm of their personal experience. These cognitive strategies have historically been successfully taught to students in the upper grades. However, until recently, there has been very little research that exists which examines the efficacy of teaching comprehension strategies and facilitating their use with emergent readers. This article depicts the teaching of these strategies in a kindergarten classroom and the resulting possibilities and explorations that occurred following successful strategy instruction. (Contains 4 figures.) (As Provided).
Anmerkungen	International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10