共查询到20条相似文献，搜索用时 31 毫秒
1.
Shalom M. Fisch Jennifer S. Shulman Anna Akerman Gael A. Levin 《Early education and development》2002,13(4):435-451
To examine whether parent-child reading of online storybooks might elicit the same sorts of interaction that have been observed for joint reading of traditional books, an exploratory study was conducted with seven parent-child dyads. Each dyad was observed while reading two online storybooks that presented branching stories that incorporated “choice points” at which readers chose the path that the story would follow. Results indicated that parents and children engaged in many of the same behaviors found in past literature involving traditional storybooks, and that utterances involved similar levels of abstraction. When choice points were reached in the stories, it was typically the preschool children who selected the path that the story would take, either by themselves or with their parents. In this way, children not only saw and heard the stories, but also helped to determine the course of events, with implications for emergent literacy. 相似文献
2.
Darcia Narvaez 《Educational Psychology Review》2002,14(2):155-171
The assumption of traditional character educators that children build moral literacy from reading or hearing moral stories is challenged based on research findings. First, research in text comprehension indicates that readers do not understand texts the same way due to differences in reading skill and background knowledge. Second, moral comprehension research indicates that moral arguments are understood differently based on differences in moral schema development. Third, moral texts (e.g., that contain embedded moral reasoning) are understood and distorted differently by readers with different moral schemas. Fourth, children do not extract moral story themes as intended by the writer. 相似文献
3.
Dilek Altun 《Early Childhood Education Journal》2018,46(6):629-642
Oral language provides a foundation for reading comprehension. Story comprehension is a fundamental oral language skill; it covers making inferences, identifying main ideas, monitoring, perspective-taking, and applying working memory capacity. Complex reasoning and perspective-taking are key factors in deep reading comprehension. Preliterate children’s deeper story comprehension skills can be initial indicators of their later reading comprehension. Thus, the purpose of this research is to investigate preliterate preschool children’s story comprehension skills in detail. This study focuses on the additional multimedia features of digital storybooks and whether they hinder or promote young children’s explicit and implicit comprehension in a small group reading activity. The findings revealed that (a) children in the multimedia-enhanced storybook group outperformed the print storybook group in terms of both explicit and implicit story comprehension, (b) explicit story comprehension was higher than implicit story comprehension for both groups, and (c) the children recalled significantly more story elements and the length of the story retellings was greater with the aid of animated illustrations. The findings indicate that a digital storybook provides close temporal contiguity of text and visuals and may enhance story understanding by concretizing the narration. The study provides evidence that multimedia stories can foster children’s implicit story comprehension and inferential thinking about the content of the story. 相似文献
4.
《Early education and development》2008,19(1):27-44
Books can be a rich source of learning for children and adults alike. In the present study, the contribution of shared reading and parent literacy to a variety of child outcomes was tested. Child outcomes included measures of expressive vocabulary, morphological and syntax comprehension, and narrative ability (story grammar, cohesion, and language complexity) for book stories as well as personal stories. A total of 106 English-speaking 4-year-old children and their parents participated. As predicted, shared reading accounted for unique variance in children's expressive vocabulary and morphological knowledge after controlling for child nonverbal intelligence, parent education, and parent literacy (i.e., book exposure). Although shared reading predicted syntax comprehension, the effect was mediated by parents' own level of literacy. Contrary to expectation, shared reading was not correlated with any of the narrative measures. Interestingly, the narrative measures for telling stories from a book and telling a personal story were not related to each other and were differentially related to the other child measures, suggesting that book and personal stories may represent different genres requiring different skills. 相似文献
5.
Coosje van der Pol 《Children‘s Literature in Education》2012,43(1):93-106
This article explores what it means to be a competent reader of picture storybooks by examining the abilities of some 4–6-year-olds,
who were read stories aloud in class. Jonathan Culler’s concept of “literary competence” was used to tease out the children’s
implicit knowledge of the structures and conventions that enable them to read a work of fiction as literature. From a more
practical point of view, Lawrence Sipe’s class-based work, discussing picture storybooks with first and second grade children,
provided some useful guidelines. This current study draws on an educational design experiment involving “literary conversation
guides,” which help probe children’s understanding of such story features as character and irony. 相似文献
6.
汪旭 《宁波教育学院学报》2021,(2):37-41
研究绘本对亲子教育的影响,使家长更加重视绘本的地位和作用,认识到绘本的重要性,以及通过绘本的选择,为儿童创设一个良好的阅读环境以及固定的阅读时间等。与儿童一起阅读,融入到幼儿的成长中,密切关注儿童的成长变化,密切联系亲子之间的关系。 相似文献
7.
Mary Ann Evans Shelley Moretti Deborah Shaw Maureen Fox 《Early education and development》2003,14(3):363-388
Parent coaching strategies during shared book reading were analysed according to the principles of scaffolding in a sample of 46 parent-child dyads during the latter half of grade one. The ways that parents responded to each of a child's oral reading errors or miscues were coded into levels of assistance that reflected increasing support at each successive level. In addition children's attempts at rereading miscued words were coded as successful or not. Parents often provided a string of feedback clues and analyses revealed that the level of support parents provided shifted up or increased when their child was unsuccessful in rereading a word after feedback. With increasing level of parental support children's success in rereading misread words increased. Moreover, children with weaker word recognition skill were offered feedback at higher levels of support by their parents. These results demonstrate how parents and children co-construct the feedback that parents provide when listening to their children read and the sensitivity on the part of parents to children's reading performance. 相似文献
8.
The purpose of this study was to investigate the influence of digital and non-digital storybooks on low-income preschoolers’ oral language comprehension. Employing a within-subject design on 38 four-year-olds from a Head Start program, we compared the effect of medium on preschoolers’ target words and comprehension of stories. Four digital storybooks were adapted and printed for read-alouds. Children were randomly read two stories on the digital platform, and two by the assessors. Following the story, children completed vocabulary and comprehension tasks, and a brief motivation checklist. We found no significant differences across medium; children comprehended equally well regardless of whether the story was read digitally or in person. However, using repeated ANOVA measures, we found a significant main effect of the story read. This research indicates that the content of the book rather than its form predicts story comprehension. Implications for using digital media in the preschool years are discussed. 相似文献
9.
《Early education and development》2013,24(3):363-388
Parent coaching strategies during shared book reading were analysed according to the principles of scaffolding in a sample of 46 parent-child dyads during the latter half of grade one. The ways that parents responded to each of a child's oral reading errors or miscues were coded into levels of assistance that reflected increasing support at each successive level. In addition children's attempts at rereading miscued words were coded as successful or not. Parents often provided a string of feedback clues and analyses revealed that the level of support parents provided shifted up or increased when their child was unsuccessful in rereading a word after feedback. With increasing level of parental support children's success in rereading misread words increased. Moreover, children with weaker word recognition skill were offered feedback at higher levels of support by their parents. These results demonstrate how parents and children co-construct the feedback that parents provide when listening to their children read and the sensitivity on the part of parents to children's reading performance. 相似文献
10.
Allison Breit‐Smith Anne van Kleeck Jo‐Anne Prendeville Wei Pan 《Journal of Research in Reading》2017,40(4):345-364
Twenty‐three preschool‐age children, 3;6 (years; months) to 4;1, were videotaped separately with their mothers and fathers while each mother and father read a different unfamiliar storybook to them. The text from the unfamiliar storybooks was parsed and coded into story grammar elements and all parental extratextual utterances were transcribed and coded for (1) their relationship to the story grammar elements found within the storybook, and (2) the natural strategies parents used to direct their children's attention to these elements. Children's overall exposure to story grammar elements during book reading was also explored for its relationship to their language abilities. Results indicated that parents focused significantly more on the resolution, attempt, and consequence compared to the initiating event and plan, and most frequently used the text and pictures as strategies for recruiting their children's attention to the story grammar elements within the book. In addition, the frequency of parental utterances related to story grammar elements was negatively correlated with children's language abilities. This study did not examine the complexity or depth of parental utterances related to story grammar elements. These findings provide initial evidence that children may derive their understanding of story grammar at least in part through their parents' extratextual discussions during parent–child book reading. 相似文献
11.
通过我国学龄前儿童阅读现状的分析,论述高校图书馆开展亲子阅读的必要性,进而从空间设计、服务设计、指导方法和活动拓展等四个维度探讨高校图书馆亲子阅读活动的路径建设. 相似文献
12.
Learning to Learn From Stories: Children's Developing Sensitivity to the Causal Structure of Fictional Worlds 
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下载免费PDF全文 Fiction presents a unique challenge to the developing child, in that children must learn when to generalize information from stories to the real world. This study examines how children acquire causal knowledge from storybooks, and whether children are sensitive to how closely the fictional world resembles reality. Preschoolers (N = 108) listened to stories in which a novel causal relation was embedded within realistic or fantastical contexts. Results indicate that by at least 3 years of age, children are sensitive to the underlying causal structure of the story: Children are more likely to generalize content if the fictional world is similar to reality. Additionally, children become better able at discriminating between realistic and fantastical story contexts between 3 and 5 years of age. 相似文献
13.
亲子阅读作为早期阅读的重要组成部分,是一种强调亲子间互动的阅读方式,它对促进幼儿的身心健康发展具有特殊的意义。本文在调查和分析广西桂林市部分3～6岁幼儿家庭亲子阅读现状的基础上提出了相应的教育建议。 相似文献
14.
Instruction in narrative text structure on first graders' listening and reading comprehension was examined with a view to documenting strategy instruction and transfer of learning in beginning readers. Of interest was whether or not first-grade students (n=35) would, following instruction within the context of listening to stories, gain in listening comprehension and transfer this knowledge to support reading comprehension. A comparison group (n=31) received basal activities including listening to and reading stories. Results support teaching text structure concepts to beginning readers. At post-test, the intervention group demonstrated significantly higher listening comprehension, but not free recall, than the comparison group. Persistent group differences were found for reading comprehension. Intervention group students demonstrated superior comprehension in relation to all story elements and more frequently displayed metalinguistic awareness of text structure by labeling and giving examples of story structure concepts. 相似文献
15.
吕芳 《桂林师范高等专科学校学报》2010,24(2):208-211
小学低年级家庭语文阅读材料的选择在内容上应该以文学读物为核心,兼顾其他类型,尽量做到综合全面。在难易程度的确定方面,不仅要考虑文本本身,也要考虑孩子的心智发展情况。＂经验加科学＂应该是小学低年级家庭语文阅读材料选择的主要标准。 相似文献
16.
王逸群 《襄樊职业技术学院学报》2014,(4):95-98
加强对少年儿童进行传统文化教育,已成为全社会和教育工作者的共识.古诗文是传统文化的重要组成部分,优秀的读本对于少年儿童的阅读有非常重要的作用.优秀读本的编写,一要突出情景,符合少年儿童的阅读心理,引起阅读兴趣;二要注意思维训练,培养少年儿童的知识迁移能力,提高阅读的实效性.以“情景故事”为特色的《国学经典趣味读本》在这方面做了初步的探索. 相似文献
17.
Jamie Zibulsky Christine Casbar Tamar Blanchard Chelsea Morgan 《Psychology in the schools》2019,56(2):206-219
This study was designed to examine whether participation in a shared reading workshop alters the frequency with which parents ask their children questions during book reading sessions, particularly questions designed to strengthen component reading skills that they may not have known about before training. Participants in the reading workshop series (N = 57) were taught strategies for asking questions about story content and word structure to build children's language and literacy skills. Findings suggest that parents may be somewhat familiar with traditional dialogic reading strategies focused on story content and utilize them without instruction, whereas parents may be less knowledgeable about sound or print‐focused skills and do not employ strategies focused on word structure until instructed to do so. It is also notable that parents do not use all story content prompts equally. This information can be used by school psychologists to refine the messages educators share with parents about how to best support their children's reading development. 相似文献
18.
While fluent reading is recognized as a primary goal of educational instruction, the methods that best promote the development of fluency remain unclear. Two experiments are reported that examined increases in reading fluency of a novel passage following two types of training. In the context training condition, children learned to read a set of target words in a story context, while in the isolated word training condition, fluency with a target word set was gained from a computerized word naming game. Transfer of fluency to reading these words in a new context was then measured by gains in reading speed, accuracy, and comprehension of a novel story. Results indicated that young readers showed speed benefits on transfer stories following both context and isolated word training, but the increases were larger following context training. 相似文献
19.
Research Findings: Shared book reading provides opportunities for adults to engage in literacy-related interactions with children in meaningful ways. Research has examined various dimensions of adult and child behavior during shared book-reading interactions with some focus on how book type affects the reading experience. Little research, however, has examined systematically the use of shared book reading in a mathematical context. Thus, the purpose of the study was twofold: (a) to examine the effect of book type on teacher use of mathematical talk during shared book reading in preschool classrooms and (b) to examine the effect of training teachers specifically to use mathematical talk during shared book reading. A multielement design with 2 female preschool teachers who taught in inclusion classrooms in an urban school district was used. Results generally indicated that the use of mathematical storybooks resulted in increased teacher mathematical talk compared to the use of nonmathematical storybooks. Training and instructional supports resulted in an increase in mathematical talk over that achieved by mathematical storybooks alone. Practice or Policy: Because shared book reading is a common practice in preschool classrooms, strategically choosing books to address mathematical skills can increase attention to mathematics throughout daily routines and provide a means of increasing teacher mathematical talk. 相似文献
20.
亲子阅读是培养儿童基本阅读能力、引导他们迈向自主阅读的重要方式。目前,专门针对小学低年级段亲子阅读活动开展研究的比较少。在深入调查小学低年级亲子阅读现状的基础上,文章梳理与剖析了当前亲子阅读存在的一些问题,并提出了相应的解决策略。 相似文献