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Children's Conceptual Knowledge, Thinking, and Teacher Talk: A Fellowship of Unsung Heroes in Language Comprehension

Sat, April 18, 10:35am to 12:05pm, Virtual Room

Session Type: Symposium

Abstract

Vocabulary knowledge is critical to reading comprehension, but other capacities within a constellation of language comprehension skills are also important. This symposium draws attention to children’s conceptual word knowledge and inferential thinking, two understudied aspects of children’s language skill, and examines differences in the focus and content of teachers’ language as they support both word learning and comprehension during book reading. The first paper examines the contribution of English learners’ conceptual knowledge of words to their English reading comprehension. The second paper describes the impact of a book reading intervention with deliberate support for reasoning on children’s comprehension and inferential thinking. The third paper explores subtle differences in teachers’ talk as they weave support for vocabulary and story understanding.

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