This study investigates how, and to what extent, young readers (7–8 year-olds) use text information or their prior knowledge when answering comprehension questions about narrative texts. The children were asked to explain how they found out their responses by answering the following question: “how do you know this answer?” Their answers and justifications were analysed both qualitatively and quantitatively. The text proved to be the main source of information for these readers. However, sometimes the children seemed to ignore the text and over rely on their prior knowledge to answer the questions. The procedure of asking children to justify their answers was shown to be a good way of specifying more precisely some of their problems in text comprehension. It also seemed to encourage them to look back at the text and review their responses and, as such, it could be considered a useful tool to improve children’s reading comprehension. 相似文献
PROSPECTS - This paper addresses the inadequate understanding of the concept of physical literacy (PL), often originating from complex terminology and philosophical language used in the current... 相似文献
Early childhood education serves an increasing number of multilingual children, and teachers are challenged to create high-quality learning opportunities in the classroom for all children. The child’s engagement and interactions with the teacher are important in this respect. The present study therefore examined how multilingualism relates to engagement and teacher-child interactions, taking a person-oriented approach. During one school year, 76 kindergarteners (43 multilingual) from 19 classrooms were observed for behavioral engagement and individual teacher-child interactions. Five engagement profiles were identified that reflect different levels of engagement across classroom settings. Multilingual children were overrepresented in profiles that showed lower engagement in one or more settings. Also, five interaction profiles were identified that showed strong diversity in the interactions of teachers with children in their classroom. Monolingual and multilingual children were equally represented across these profiles. Children in the more beneficial interaction profiles were also often in the moderate-to-high engagement profiles.
Reading and Writing - Using hierarchical linear models, this study probes into student, family, teacher, and schools’ variables that can explain the variation in Progress in International... 相似文献
