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The Powerful Role of Adaptive Expertise in Scaffolding Story Comprehension Skills in Young Children
Thu, April 9, 2:15 to 3:45pm PDT (2:15 to 3:45pm PDT), Westin Bonaventure, Floor: Level 3, AvalonSession Type: Symposium
Abstract
A constellation of language comprehension skills is important to reading comprehension. Chief among these are oral language and vocabulary. Less attention has been paid to the role of inferential thinking, despite its significant and separate contribution to reading comprehension beyond the roles of oral language, vocabulary, and word recognition skill. Preschoolers have substantial capacity for inferential thinking; however, most discourse in read aloud sessions does not focus on inferential thinking. Illuminating micro-analytic approaches with diverse linguistic populations, this symposium draws attention to children’s thinking abilities, to deliberate features of educators’ utterances that foster inferential thinking, and to the recognition of children’s misunderstandings as opportunities for promoting reasoning, all understudied but important avenues for read aloud research.
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Papers
Promoting Narrative Comprehension Skills in At-Risk Children: How does teacher-child interaction matter? - Tiia Lindfors, University of Turku; Anu Kajamies, University of Turku; Anne Sorariutta, University of Turku; Mikko Havisto, University of Turku; Aino Mattinen, University of Turku; Janne Lepola, U.S. Department of Education
A Fine-Grained Look at a Coarse-Grained Problem: Effects of Inferential Discussion on Preschoolers’ Thinking - Molly F. Collins, Vanderbilt University
Development Dynamics of Teacher–child Conversations: Findings from Multi-year Teacher Coaching in Dialogic Reading - Janne Lepola, U.S. Department of Education; Anu Kajamies, University of Turku; Tiia Lindfors, University of Turku; Mikko Tiilikainen, University of Turku
Children’s Story Misunderstandings: Opportunities for Fostering Inferential Thinking and Teachers’ Adaptive Responsivity - Molly F. Collins, Vanderbilt University; Joanna Rydberg, Vanderbilt University