Making the Most of Read‐Alouds to Support Primary‐Grade Students' Inference‐Making.
Generating accurate inferences is crucial for the successful comprehension of text and is a skill that needs to be supported starting in the early grades. Teachers can support inference‐making during read‐aloud lessons by asking inferential questions and providing scaffolding and feedback on student...
| Publicado en: | Reading Teacher Vol. 77; no. 2; pp. 167 - 178 |
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| Autores principales: | , , , , , , , |
| Formato: | Artículo |
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Wiley-Blackwell
Sep/Oct2023
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=172001249&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 172001249 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Sep/Oct2023 vid: 77 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 172001249 10.1002/trtr.2226 ppf: 167 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 1.2MB tig: atl: Making the Most of Read‐Alouds to Support Primary‐Grade Students' Inference‐Making. aug: au: Hwang, HyeJin Orcutt, Ellen Reno, Emily A. Kim, Jasmine Harsch, Rina Miyata McMaster, Kristen L. Kendeou, Panayiota Slater, Susan su: Primary education Comprehension Inference (Logic) Reading Scaffolded instruction sug: subj: Primary education Comprehension Inference (Logic) Reading Scaffolded instruction keyword: Making inferences Read alouds ab: Generating accurate inferences is crucial for the successful comprehension of text and is a skill that needs to be supported starting in the early grades. Teachers can support inference‐making during read‐aloud lessons by asking inferential questions and providing scaffolding and feedback on students' inference‐making. In this article, we describe instructional principles to support students' inference‐making specifically during read‐alouds. We also share findings from our research in K‐2 classrooms that show how inferential questions, scaffolding, and feedback in read‐aloud lessons can support primary‐grade students' inference‐making. Finally, we describe steps to design and implement read‐aloud lessons for supporting the development of inference‐making in primary‐grade students. 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: 2023 holdings: @attributes: islocal: N |
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