Do preschool teachers consider inferences for book discussions?

Author(s): Scheiner, Esther; Gorsetman, Chaya
Date Issued: July 2009
Description: An study of teacher's use of interpretive inferences in reading activities and a discussion of the influence of this practice on children's early literacy development, based on observations of an exercise on reading instruction completed by 31 preschool teachers from four private preschools in Manhattan, New York City
show entire record ↓
Journal Title: Early Child Development and Care
Volume Number: 179
Issue Number: 5
Page Range: 595-608
Topics: Children & Child Development > Child Development & School Readiness > Early Literacy

Child Care & Early Education Quality > Process Quality

Child Care & Early Education Provider Workforce
Country: United States
States: NEW YORK
ISSN: 0300-4430 Paper
1476-8275 Online
Peer Reviewed: yes
hide record ↑


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Observations of children's task activities and social interactions in relation to teacher perceptions in a child-centered classroom: Are we leaving too much to chance? Reports & Papers
Shared book reading and Head Start preschoolers' vocabulary learning: The role of book-related discussion and curricular connections Reports & Papers
Child voice: How immigrant children enlightened their teachers with a camera Reports & Papers
A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties Reports & Papers
Contributions of incidental teaching, developmental quotient, and peer interactions to child engagement Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate