Observational Learning during Shared Book Reading: The Effects on Preschoolers' Attention to Print and Letter Knowledge

Autor/in	Horner, Sherri L.
Titel	Observational Learning during Shared Book Reading: The Effects on Preschoolers' Attention to Print and Letter Knowledge
Quelle	In: Reading Psychology an international quarterly, 25 (2004) 3, S.167-188 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
Schlagwörter	Quantitative Daten; Preschool Children; Learning Strategies; Prereading Experience; Alphabets; Inquiry; Models; Questioning Techniques; Observational Learning; Early Childhood Education + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Buchstabenschrift; Analogiemodell; Befragungstechnik; Fragetechnik; Imitationslernen; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	This study investigated the effects of observational learning on preschoolers' use of a questioning technique, attention to print, and knowledge of the alphabet. Preschoolers who observed a model ask questions asked more questions during a shared book episode than did children who did not observe a model ask questions. Children who observed a model ask questions about the letters made more letter-related comments than did children who did not observe a model ask questions about the letters. However, children who made print-related comments did not learn more letters than children who did not make print-related comments. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10