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Extra-textual talk in shared book reading: a focus on questioning

机译:共享阅读中的课外讨论:重点放在提问上

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摘要

In this study we investigated the frequency and types of questions asked when parents read with their four-year-old children, the relationship between the frequency and types of questions parents and children asked, and the relationship between these and the children's early literacy knowledge. Forty dyads shared two narrative texts and two non-narrative texts. Overall, there were relatively few questions asked during the shared book reading. Parents asked four times as many questions as children and for the most part, questions appear to have low cognitive demand. Genre had little effect on the frequency of questions and the types of questions asked, in contrast with other research that has shown differences in interactions in shared reading of informational versus narrative texts. In terms of gender, there was very little difference in both frequency and type of questions. No significant relationships were found between the questions asked in the shared book readings and measures of children's early literacy knowledge (Test of Early Reading Ability 2 and alphabet knowledge). The study is important in that it contributes to an emerging literature that suggests a more tenuous relationship between shared book reading and children's early literacy knowledge than is sometimes assumed by educators.View full textDownload full textKeywordsquestioning, shared reading, early literacyRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/03004430.2011.602189
机译:在这项研究中,我们调查了父母与四岁孩子一起阅读时提出的问题的频率和类型,父母和孩子提出的问题的频率和类型之间的关系,以及这些问题与孩子的早期识字知识之间的关系。 。 40个二元组共享两个叙事文本和两个非叙事文本。总体而言,共享书阅读过程中提出的问题相对较少。父母提出的问题数量是孩子的四倍,而且大多数情况下,这些问题的认知需求较低。与其他研究表明,信息性和叙述性文本的共享阅读在互动方面存在差异时,体裁对问题的频率和提出的问题的类型影响很小。就性别而言,问题的频率和类型几乎没有差异。在共享读物中提出的问题与儿童早期识字知识(早期阅读能力测试2和字母知识)的测量之间没有发现显着关系。这项研究很重要,因为它有助于形成一种新兴的文学作品,该文学作品表明共享书本阅读与儿童早期识字知识之间的关系比教育者有时所假设的更为脆弱。查看全文下载全文关键词质疑,共享阅读,早期识字相关var addthis_config = {ui_cobrand :“ Taylor&Francis Online”,services_compact:“ citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more”,pubid:“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/03004430.2011.602189

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