Literaturnachweis - Detailanzeige
| Autor/inn/en | Ortlieb, Evan; Norris, Megan |
|---|---|
| Titel | Using the Think-Aloud Strategy to Bolster Reading Comprehension of Science Concepts |
| Quelle | In: Current Issues in Education, 15 (2012) 1, (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1099-839X |
| Schlagwörter | Reading Comprehension; Listening Comprehension; Primary Education; Protocol Analysis; Kindergarten; Scientific Concepts; Teaching Methods; Instructional Effectiveness; Science Instruction |
| Abstract | Comprehension of text is developmental in that it begins with a child's ability to listen and make sense of language. Though listening comprehension is often the predecessor towards reading comprehension; some children maintain difficulties in listening comprehension throughout schooling and into adulthood. This quasi-experimental study investigated the effectiveness of using a think-aloud strategy to improve students' reading comprehension in science within a kindergarten classroom. Results depict that using think-alouds as a during-reading activity significantly increases a student's comprehension of science concepts. Findings provide relevant information about employing think-alouds as an instructional tool for teachers in the primary grade levels. (Contains 1 figure and 1 table.) (As Provided). |
| Anmerkungen | Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: http://cie.asu.edu |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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