Using Read-Alouds to Teach Inferencing from the Start.
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| Title: | Using Read-Alouds to Teach Inferencing from the Start. |
|---|---|
| Authors: | Mohr, Kathleen A. J.1 (AUTHOR) Kathleen.mohr@usu.edu, Downs, Jacob D.2 (AUTHOR), Chou, Petra2 (AUTHOR), Tsai, Hsiaomei2 (AUTHOR) |
| Source: | Early Childhood Education Journal. Mar2023, Vol. 51 Issue 3, p419-429. 11p. 2 Diagrams, 2 Charts. |
| Subject Terms: | *Reading comprehension, *Reading, Inference (Logic) |
| Abstract: | Research substantiates that inferencing is a critical component to making sense of texts. The ability to make logical inferences is a key characteristic of proficient comprehenders that can be developed before children become fluent readers. This article argues for teaching inferencing via teacher or parent read-alouds to help young readers develop comprehension starting in the earliest grades. Highlighting the importance of inferencing as thinking through text, the authors explain the what, why, and how of inferencing, then promote its value as a read-aloud interaction with numerous pedagogical recommendations to support comprehension development and its assessment. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 161822944 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Using Read-Alouds to Teach Inferencing from the Start. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Mohr%2C+Kathleen+A%2E+J%2E%22">Mohr, Kathleen A. J.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Kathleen.mohr@usu.edu</i><br /><searchLink fieldCode="AR" term="%22Downs%2C+Jacob+D%2E%22">Downs, Jacob D.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chou%2C+Petra%22">Chou, Petra</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Tsai%2C+Hsiaomei%22">Tsai, Hsiaomei</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Mar2023, Vol. 51 Issue 3, p419-429. 11p. 2 Diagrams, 2 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Inference+%28Logic%29%22">Inference (Logic)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Research substantiates that inferencing is a critical component to making sense of texts. The ability to make logical inferences is a key characteristic of proficient comprehenders that can be developed before children become fluent readers. This article argues for teaching inferencing via teacher or parent read-alouds to help young readers develop comprehension starting in the earliest grades. Highlighting the importance of inferencing as thinking through text, the authors explain the what, why, and how of inferencing, then promote its value as a read-aloud interaction with numerous pedagogical recommendations to support comprehension development and its assessment. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=161822944 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10643-022-01311-8 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 419 Subjects: – SubjectFull: Reading comprehension Type: general – SubjectFull: Reading Type: general – SubjectFull: Inference (Logic) Type: general Titles: – TitleFull: Using Read-Alouds to Teach Inferencing from the Start. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Mohr, Kathleen A. J. – PersonEntity: Name: NameFull: Downs, Jacob D. – PersonEntity: Name: NameFull: Chou, Petra – PersonEntity: Name: NameFull: Tsai, Hsiaomei IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 10823301 Numbering: – Type: volume Value: 51 – Type: issue Value: 3 Titles: – TitleFull: Early Childhood Education Journal Type: main |
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