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Teachers should model these types of questions through "think-alouds" before, during, and after reading a text. When a student can relate a passage to an experience, another book, or other facts about the world, they are "making a connection". Making connections help students understand the author's purpose and fiction or non-fiction story. [33]
Balanced literacy is a theory of teaching reading and writing the English language that arose in the 1990s and has a variety of interpretations. For some, balanced literacy strikes a balance between whole language and phonics and puts an end to the so called "reading wars".
It is proposed that children have innate knowledge of the links between syntactic and semantic categories and can use these observations to make inferences about word meaning. Learning words in one's native language can be challenging because the extralinguistic context of use does not give specific enough information about word meanings. [ 1 ]
This study provided evidence that children will utilize scripts to make inferences about parts of a story (Erskine, Markham, & Howie, 2001). The researchers found that children in the younger group, the 5- and 6-year-olds, used incorrect script inferences more often than the children in the older group, the 9- and 10-year-olds.
One NSF-funded project “Developing an early understanding of contagion in preschool- and kindergarten-aged children” [22] was a collaboration between Bonawitz, Nina Fefferman, and Vanessa LoBue. The purpose of this study was to assess the effectiveness of a storybook intervention on illness transmission for preschool and kindergarten ...
[5] The type of inference drawn here is also called a "causal inference" because the inference made suggests that events in one sentence cause those in the next. Backward inferences can be either logical, in that the reader assumes one occurrence based on the statement of another, or pragmatic, in that the inference helps the reader comprehend ...
It is unclear if the word-learning constraints are specific to the domain of language, or if they apply to other cognitive domains. Evidence suggests that the whole object assumption is a result of an object's tangibility; children assume a label refers to a whole object because the object is more salient than its properties or functions. [7]
Upon entering Kindergarten, children typically make attempts to write their own name and letters that have been dictated, and are able to master some of the letters (NCLD, Pianta). In order to write letters, children must be able to integrate auditory information (what sound the letter makes) and orthographic skills (knowledge of letters and ...
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