دورية أكاديمية
Making the Most of Read-Alouds to Support Primary-Grade Students' Inference-Making
| العنوان: | Making the Most of Read-Alouds to Support Primary-Grade Students' Inference-Making |
|---|---|
| اللغة: | English |
| المؤلفون: | Hwang, HyeJin (ORCID |
| المصدر: | Grantee Submission. Sep-Oct 2023 77(2):167-177. |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 11 |
| تاريخ النشر: | 2023 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A170242 R324A160064 R305A220107 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Primary Education Kindergarten Grade 1 Grade 2 |
| الواصفات: | Oral Reading, Inferences, Teaching Methods, Questioning Techniques, Scaffolding (Teaching Technique), Feedback (Response), Primary Education, Kindergarten, Grade 1, Grade 2 |
| مستخلص: | 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. [This article was published in "Reading Teacher" (EJ1392654).] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2023 |
| رقم الانضمام: | ED631229 |
| قاعدة البيانات: | ERIC |
| الوصف غير متاح. |