NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1114156
Record Type: Journal
Publication Date: 2016-Sep
Pages: 8
Abstractor: As Provided
ISSN: ISSN-1741-4350
An Intervention Programme for Enhancing Kindergarteners' Cognitive Engagement and Comprehension Skills through Reading Informational Texts
Chlapana, Elissavet
Literacy, v50 n3 p125-132 Sep 2016
The purpose of the present study was to investigate whether systematic instruction of informational texts can enhance kindergarteners' cognitive involvement in text discussion and comprehension skills. The sample consisted of 15 children aged 5-6 years old in a kindergarten classroom located in a rural area in Rethymno, Crete. A four-phase intervention programme was implemented within a 2-month period. During the first phase, activities were carried out in order to familiarise children with the features of informational texts. During the subsequent phases, reciprocal teaching, What I know--What I want to learn--What I learned (KWL) practice and dialogic reading were used to help children comprehend text information, enhance their cognitive involvement in text discussion and train them in asking literal and inferential questions. The teacher's reading-aloud sessions were recorded and transcribed. Data showed that the intervention programme helped children recognise the features of informational texts, enhanced their cognitive involvement in text discussion and motivated them to demonstrate comprehension skills that are related to information processing.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Greece
Grant or Contract Numbers: N/A