Promoting Meaning-Focused Skills: Creating a Foundation for Comprehension in Early Childhood Classrooms

被引：3

作者：

Thomas, Leiah J. G. ^{[1
,2
]}

Piasta, Shayne B. ^{[1
]}

Bailet, Laura L. ^{[3
]}

Zettler-Greeley, Cynthia M. ^{[4
]}

Lewis, Kandia ^{[5
]}

机构：

[1] Ohio State Univ, Crane Ctr Early Childhood Res & Policy, Dept Teaching & Learning, Columbus, OH 43210 USA

[2] Brown Univ, Annenberg Inst, Sch Reform, Providence, RI USA

[3] Kaplan Early Learning Co, Lewisville, NC USA

[4] Nemours Childrens Hlth, Ctr Hlth Delivery Innovat, Jacksonville, FL USA

[5] Nemours Childrens Hlth, Ctr Hlth Delivery Innovat, Wilmington, DE USA

来源：

READING TEACHER | 2023年 / 76卷 / 04期

关键词：

1-Early childhood; comprehension; instructional strategies; methods and materials; vocabulary; writing; LANGUAGE INTERVENTION; VOCABULARY INSTRUCTION; EMERGENT LITERACY; ORAL LANGUAGE; KNOWLEDGE; CHILDREN; EFFICACY;

D O I：

10.1002/trtr.2165

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Young children's meaning-focused skills are foundational for reading comprehension and begin to develop prior to formal reading instruction. In this article, we argue for the importance of supporting meaning-focused skills in early childhood classrooms. We describe authentic, real-life examples of engaging preschool children in activities that promote meaning-focused skills and highlight how these align with research. In doing so, we provide insight into what early childhood teachers can do in their classrooms to foster the development of critical skills related to comprehension.

引用

页码：421 / 428

页数：8

共 7 条

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