Literaturnachweis - Detailanzeige
| Autor/inn/en | Mason, Jana M.; Au, Kathryn Hu-pei |
|---|---|
| Institution | Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA. |
| Titel | Learning Social Context Characteristics in Prereading Lessons. Technical Report No. 205. |
| Quelle | (1981), (69 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Beginning Reading; Classroom Environment; Cognitive Development; Cognitive Processes; Discourse Analysis; Interaction; Prereading Experience; Preschool Education; Reading Instruction; Reading Research; Social Environment; Social Influences; Student Teacher Relationship; Teacher Role |
| Abstract | A study examined the relationships between cognitive tasks and social skills that are relevant to prereading or beginning reading instruction by observing lessons given to small groups of children. Four preschool children--one with many prereading skills and three with few skills--participated in the study. Student-teacher interaction that occurred in an early reading lesson was compared with that occurring in a later lesson to determine if differences existed between the teacher's interaction patterns with the "high knowledge" child and with the "lower knowledge" children. The results showed that over time, the children did learn how to make more accurate and more extensive use of social patterns to participate in a lesson. An analysis of the teacher's interaction with the four students revealed that the teacher was affected by the "high knowledge" student's displays of competence and tended to repeat, acknowledge, or praise that child's answers more frequently than those of the other children. The findings of the study suggest that the problem of how to interact with a group of children rather than with one child can be resolved by routine use of a familiar participation pattern--by using exactly the same set of tasks. Such a pattern would allow the teacher to gradually diminish his or her role in the learning process. (FL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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