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ERIC Number: EJ1025609
Record Type: Journal
Publication Date: 2014-Feb
Pages: 5
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0034-0561
Fostering Inference Generation with Emergent and Novice Readers
Dougherty Stahl, Katherine A.
Reading Teacher, v67 n5 p384-388 Feb 2014
Inference generation makes a strong, unique contribution to reading comprehension. Young children engage in many of the same inference generation processes as sophisticated readers. This article discusses instructional practices that can be used in prekindergarten through grade two to help children think beyond the words of the text. Suggestions are made for planning lessons for narratives that incorporate asking powerful questions and think-alouds. The article provides descriptions of the effective use of teacher read-alouds, videos, wordless picture books, and shared reading to improve the narrative comprehension of young children. A sample lesson plan series is provided.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Preschool Education; Early Childhood Education; Elementary Education; Kindergarten; Grade 1; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A