A Kindergartner's Emergent Strategy Use During Wordless Picture Book Reading.
Decades of research in emergent reading demonstrate that children don't come to print reading as if it were a completely new activity. Emergent reading practices such as wordless book reading are often seen as precursors to the meaning making that comes later during print reading. Yet often, the spe...
| Published in: | Reading Teacher Vol. 68; no. 8; pp. 649 - 658 |
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| Main Authors: | , |
| Format: | Article |
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Wiley-Blackwell
May2015
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=102289750&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 102289750 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: May2015 vid: 68 iid: 8 pid: 480 pub: Wiley-Blackwell artinfo: ui: 102289750 10.1002/trtr.1352 ppf: 649 ppct: 9 formats: fmt: – @attributes: type: T – @attributes: type: P size: 189KB tig: atl: A Kindergartner's Emergent Strategy Use During Wordless Picture Book Reading. aug: au: Lysaker, Judith Hopper, Elizabeth affil: doctoral student, Department of Curriculum and Instruction,Purdue University, West Lafayette, Indiana, USA su: Picture books for children Reading exercises Comprehension Kindergarten Teachers sug: subj: Picture books for children Reading exercises Comprehension Kindergarten Teachers keyword: Authentic Comprehension monitoring Early childhood Metacognition Reading strategies To inform instruction, as inquiry ab: Decades of research in emergent reading demonstrate that children don't come to print reading as if it were a completely new activity. Emergent reading practices such as wordless book reading are often seen as precursors to the meaning making that comes later during print reading. Yet often, the specific strategies noted in children's emergent readings are seen as distinct, and not readily linked to those they will use later in more mature print reading. In this article, we examine the strategy use of one kindergartener as she engages in wordless book reading. Using Clay's overarching idea of monitoring and the related strategies of searching, cross-checking, self-correcting and rereading, we analyze children's wordless book readings for 'print like' strategy use. We suggest that wordless book reading is an underutilized context for developing emergent comprehension prior to a focus on decoding. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell 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. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2015 holdings: @attributes: islocal: N |
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