Teachers' cognitive demands and preschool students' use of thinking strategies during interactive book reading

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dc.contributor.advisor Clark, Patricia A.
dc.contributor.author Servizzi, Kelli M.
dc.date.accessioned 2013-05-09T14:20:12Z
dc.date.available 2013-05-09T14:20:12Z
dc.date.created 2013-05-04
dc.date.issued 2013-05-04
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/123456789/197137
dc.description.abstract The study examined preschool students’ use of thinking strategies when responding to deep structure questions during interactive book readings. The children were enrolled in two different inclusive preschool classrooms in a large Midwestern city. The study explored which thinking strategies the preschool children used when answering deep structure questions. Also under investigation was the potential difference in usage of thinking strategies between general education and special education students. Data collected included observations and frequency tallies. Information gathered was analyzed using independent sample T-Tests. The classrooms were combined to generate a larger population. Analysis showed the preschool students in the two inclusive preschool classrooms used all seven thinking strategies during interactive book read alouds. Frequency counts revealed a higher mean usage of schema, making inferences, and determining importance. Further, these strategies were as likely to be used by a general education student as a special education student. Based on the results of the study, teachers should guide and instruct their students about stories within discussions. Teachers should also select engaging texts guided by student interest, student background, or classroom project. This will allow them to build on information that students have and also create learning opportunities in the classroom that affects the classroom community. en_US
dc.description.sponsorship Department of Elementary Education
dc.subject.lcsh Cognition in children
dc.subject.lcsh Preschool children -- Psychology
dc.subject.lcsh Children with disabilities -- Psychology
dc.subject.lcsh Oral reading
dc.title Teachers' cognitive demands and preschool students' use of thinking strategies during interactive book reading en_US
dc.title.alternative Title on signature form: Teachers' cognitive demands and preschool students' use of thinking strategies during interactive book reading
dc.title.alternative Thinking strategies during interactive book reading
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1709340


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  • Doctoral Dissertations [3120]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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