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ERIC Number: EJ805050
Record Type: Journal
Publication Date: 2008-Aug
Pages: 17
Abstractor: As Provided
Reference Count: 106
ISSN: ISSN-0033-3085
Providing Preschool Foundations for Later Reading Comprehension: The Importance of and Ideas for Targeting Inferencing in Storybook-Sharing Interventions
Van Kleeck, Anne
Psychology in the Schools, v45 n7 p627-643 Aug 2008
A significant gap in emerging literacy intervention with preschoolers relates to a skill that is crucial to later reading comprehension-the ability to engage in inferencing. This article presents a theoretical rationale for fostering inferential language during book sharing with preschool children, and provides research-based ideas for how this can be best accomplished. It is suggested that, at the preschool level, children can be supported in their ability to make inferences about stories read aloud to them by having adults ask both literal and inferential questions that, first and foremost, relate to the causal structure of stories. Additionally, questions focused on informational and evaluative inferences serve to further enhance story comprehension. A rubric for connecting such questions to the elements of story grammar is offered, and a specific example from a published preschool level storybook is provided. (Contains 2 figures and 2 tables.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A