Preparing for reading comprehension: Fostering text comprehension skills in preschool and early elementary school children
To understand what they read or hear, children and adults must create a coherent mental representation of presented information. Recent research suggests that the ability to do so starts to develop early –well before reading age- and that early individual differences are predictive of later readi...
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Kura Publishing
2011-07-01
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Online Access: | https://iejee.com/index.php/IEJEE/article/view/223 |
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doaj-278f7dc6f3c04c298a851ed67796286e2020-11-25T03:41:46ZengKura PublishingInternational Electronic Journal of Elementary Education1307-92981307-92982011-07-0141259268Preparing for reading comprehension: Fostering text comprehension skills in preschool and early elementary school childrenPaul van den Brook0Panayiota Kendeou1Sandra Lousberg2Gootje Visser3Leiden UniversityNeapolis University PafosHCOLeiden UniversityTo understand what they read or hear, children and adults must create a coherent mental representation of presented information. Recent research suggests that the ability to do so starts to develop early –well before reading age- and that early individual differences are predictive of later reading-comprehension performance. In this paper, we review this research and discuss potential applications to early intervention. We then present two exploratory studies in which we examine whether it is feasible to design interventions with early readers (3rd grade) and even toddlers (2-3 years old). The interventions employed causal questioning techniques as children listen to orally presented, age-appropriate narratives. Afterwards, comprehension was tested through question answering and recall tasks. Results indicate that such interventions are indeed feasible. Moreover, they suggest that for both toddlers and early readers questions during comprehension are more effective than questions after comprehension. Finally, for both groups higher working memory capacity was related to better comprehension. https://iejee.com/index.php/IEJEE/article/view/223Reading comprehensionearly intervention |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Paul van den Brook Panayiota Kendeou Sandra Lousberg Gootje Visser |
spellingShingle |
Paul van den Brook Panayiota Kendeou Sandra Lousberg Gootje Visser Preparing for reading comprehension: Fostering text comprehension skills in preschool and early elementary school children International Electronic Journal of Elementary Education Reading comprehension early intervention |
author_facet |
Paul van den Brook Panayiota Kendeou Sandra Lousberg Gootje Visser |
author_sort |
Paul van den Brook |
title |
Preparing for reading comprehension: Fostering text comprehension skills in preschool and early elementary school children |
title_short |
Preparing for reading comprehension: Fostering text comprehension skills in preschool and early elementary school children |
title_full |
Preparing for reading comprehension: Fostering text comprehension skills in preschool and early elementary school children |
title_fullStr |
Preparing for reading comprehension: Fostering text comprehension skills in preschool and early elementary school children |
title_full_unstemmed |
Preparing for reading comprehension: Fostering text comprehension skills in preschool and early elementary school children |
title_sort |
preparing for reading comprehension: fostering text comprehension skills in preschool and early elementary school children |
publisher |
Kura Publishing |
series |
International Electronic Journal of Elementary Education |
issn |
1307-9298 1307-9298 |
publishDate |
2011-07-01 |
description |
To understand what they read or hear, children and adults must create a coherent mental
representation of presented information. Recent research suggests that the ability to do so starts to
develop early –well before reading age- and that early individual differences are predictive of later
reading-comprehension performance. In this paper, we review this research and discuss potential
applications to early intervention. We then present two exploratory studies in which we examine
whether it is feasible to design interventions with early readers (3rd grade) and even toddlers (2-3 years
old). The interventions employed causal questioning techniques as children listen to orally presented,
age-appropriate narratives. Afterwards, comprehension was tested through question answering and
recall tasks. Results indicate that such interventions are indeed feasible. Moreover, they suggest that
for both toddlers and early readers questions during comprehension are more effective than questions
after comprehension. Finally, for both groups higher working memory capacity was related to better
comprehension.
|
topic |
Reading comprehension early intervention |
url |
https://iejee.com/index.php/IEJEE/article/view/223 |
work_keys_str_mv |
AT paulvandenbrook preparingforreadingcomprehensionfosteringtextcomprehensionskillsinpreschoolandearlyelementaryschoolchildren AT panayiotakendeou preparingforreadingcomprehensionfosteringtextcomprehensionskillsinpreschoolandearlyelementaryschoolchildren AT sandralousberg preparingforreadingcomprehensionfosteringtextcomprehensionskillsinpreschoolandearlyelementaryschoolchildren AT gootjevisser preparingforreadingcomprehensionfosteringtextcomprehensionskillsinpreschoolandearlyelementaryschoolchildren |
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