Inference generation, story comprehension, and language skills in the preschool years

Tompkins, Virginia; Guo, Ying; Justice, Laura M.

doi:10.1007/s11145-012-9374-7

Cited by 163 publications

(124 citation statements)

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“…Although these have been primarily examined in the context of reading comprehension, recent studies indicate that these language and cognitive skills are also related to children's listening comprehension. Evidence includes working memory (Florit et al, 2009(Florit et al, , 2013Kim, 2016 ;Was & Woltz, 2007 ), vocabulary (Florit et al, 2009 ;Florit, Roch, & Levorato, 2014 ;Kendeou, Bohn-Gettler, White, & van den Broek, 2008 ;Kim, 2016 ;Tompkins et al, 2013 ), grammatical knowledge (Carrow-Woolfolk, 1999 ;Kim, 2015Kim, , 2016Tunmer, 1989 ), inference (Florit et al, 2014 ;Kendeou et al, 2008 ;Kim, 2016 ;Lepola et al, 2012 ;Tompkins et al, 2013 ), theory of mind (Kim, 2015(Kim, , 2016Kim & Phillips, 2014 ) and comprehension monitoring (Kim, 2015 ;Kim & Phillips, 2014 ). It is of note that these theoretical models assume that the same processes are hypothesized to be involved in text comprehension across languages.…”

Section: Component Skills Of Listening Comprehension: Empirical Evidementioning

confidence: 99%

“…For instance, working memory has been hypothesized to be important to listening comprehension (Daneman & Merikle, 1996 ;Graesser et al, 1994 ;Kintsch, 1988 ;van den Broek et al, 2005 ) and empirical evidence supports this hypothesis (Florit et al, 2009(Florit et al, , 2013Was & Woltz, 2007 ). Then, is its infl uence on listening comprehension direct or is its infl uence partly or completely mediated by other skills that have been shown to be important to listening comprehension such as vocabulary and inference (e.g., Florit et al, 2014 ;Kendeou et al, 2008 ;Lepola et al, 2012 ;Tompkins et al, 2013 )?…”

Section: Component Skills Of Listening Comprehension: Empirical Evidementioning

confidence: 99%

“…In contrast, our understanding of listening comprehension has been limited. Recent emerging evidence, however, indicates that listening comprehension is a higher-order skill that requires multiple language (including vocabulary) and cognitive skills (Florit, Roch, & Levorato, 2013 ;Kim, 2015Kim, , 2016Kim & Phillips, 2014 ;Lepola, Lynch, Laakkonen, Silvén, & Niemi, 2012 ;Tompkins, Guo, & Justice, 2013 ). In this chapter, listening comprehension is defi ned as one's ability to comprehend spoken language 1 at the discourse level -including conversations, stories (i.e., narratives), and informational oral texts -that involves the processes of extracting and constructing meaning.…”

Section: Introductionmentioning

confidence: 99%

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What Is Listening Comprehension and What Does It Take to Improve Listening Comprehension?

Kim

Pilcher

2016

Literacy Studies

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One's ability to listen and comprehend spoken language of multiple utterances and oral texts (i.e., listening comprehension) is one of the necessary component skills in reading and writing development. In this chapter, we review theoretical frameworks and empirical evidence of listening comprehension development and improvement. A review of correlational and intervention studies indicates that many language and cognitive skills contribute to listening comprehension, including working memory, attention, vocabulary, grammatical knowledge, inferencing, theory of mind, and comprehension monitoring. Although limited in number, studies indicate that these skills are malleable. We conclude that listening comprehension instruction should be an integral part of reading and writing instruction, incorporating these multiple language and cognitive skills. Instruction on these components can be incorporated into existing instruction such as bookreading or reading comprehension instruction.

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Section: Component Skills Of Listening Comprehension: Empirical Evidementioning

confidence: 99%

Section: Component Skills Of Listening Comprehension: Empirical Evidementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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What Is Listening Comprehension and What Does It Take to Improve Listening Comprehension?

Kim

Pilcher

2016

Literacy Studies

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“…(Tompkins, Guo ve Justice, 2013). Bu özelliklerinden ötürü çocuklara çokça soyut kavram içeren fen konularının aktarımında hikâyelerden yararlanılmalıdır (Brewer ve Bacon, 2001;Türkmen ve Ünver, 2012).…”

Section: Mikropların Dünyası Adlı Uygulamadan Elde Edilen Bulgularunclassified

Hikâye Kartlarının Çocukların Görsel İfade Becerileri Üzerindeki Etkisi

Akçay¹,

Akçay²

2017

Ana Dili Eğitimi Dergisi

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ÖzOkul öncesi dönem, çocuğun çevresinde olan olayları anlamlandırmaya çalıştığı bir dönemdir. Bu dönemde çocukların ilköğretim süreci için okumaya ve yazmaya hazırlanması, okuduklarını anlama ve dinlediklerini anlamlandırması gerekmektedir. Bu amaçla uygulanan hikâye okuma etkinlikleri önemli bir yere sahiptir. Hikâye anlatımında farklı teknikler mevcuttur. Bunlardan biri de hikâye kartları ile anlatımdır. Bu araştırma fen konularının öğretiminde hikâye kartlarının kullanımının çocukların görsel ifade becerileri üzerindeki etkisini belirlemek amacıyla yapılmıştır. Deney ve kontrol gruplu yarı-deneysel biçimde gerçekleştirilen çalışmanın örneklemini, 2015-2016 öğretim yılının güz döneminde Ağrı il merkezinde bulunan Milli Eğitim Bakanlığı'na bağlı anasınıfına devam eden 41 çocuk oluşturmaktadır. Rastgele olarak belirlenen öğrencilerden iki grup oluşturulmuştur. Araştırmada veri toplamak amacıyla araştırmacılar tarafından hazırlanan "Görsel İfade Değerlendirme Ölçeği" kullanılmıştır. Verilerin analizi için deney ve kontrol gruplarındaki çocukların uygulama öncesi ve sonrasında yaptıkları resimler değerlendirilmiştir. Elde edilen verilerin analizinde her iki grubun karşılaştırılmasında bağımsız gruplar t-testi kullanılmıştır. Araştırma sonucunda hikâye kartlarının çocukların görsel ifade becerileri üzerinde etkili olduğu tespit edilmiştir.Anahtar Kelimeler: Hikâye kartları, okul öncesi dönem, görsel ifade, fen The Effect of Story Cards on the Visual Expression Skills of the Children AbstractThe pre-school period is a period in which children try to make sense of the events happening around them. In this period, it is necessary for children to become ready to read and write, to understand what they read and to make sense of what they listen to for their primary school education. Story reading activities used for this purpose have a significant role. There are different techniques in storytelling. One of them is storytelling with story cards. This research was conducted to determine the effect of story cards on children's visual expression skills in the teaching of science subjects. The sample of the study carried out in the semi-experimental form with experimental and control groups was composed of 41 children who attended a Ministry of National Education governed kindergarten in the city of Ağrı in the fall term of 2015-2016 academic year. Two groups, consisting of randomly selected students, were formed. The "Visual Expression Evaluation Scale" prepared by the researchers was used to collect data in the research. For the analysis of the data, the pictures drawn by the children in the experimental and control groups were evaluated. In the analysis of the obtained data, independent samples t-test was used in the comparison of both groups. It was determined in the obtained data that the school story cards were influential on the visual expression skills of preschool children.

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“…The tale is of great structuring importance transmitting the child models for the understanding of their conflicts and anxieties, suggesting examples of solution, temporary or permanent, showing that fighting difficulties of life is inevitable, but that it is possible to overcome them (Tompkins, Guo & Justice, 2013). Interaction with stories awakens emotions in children as if they are experiencing them, allowing through imagination to exercise problem-solving ability that arise in their daily lives (Souza & Bernardino, 2011).…”

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confidence: 99%

Smile, Cry, Scream And Blush – Promoting Socio-Emotional Competences In Children With Id

Faria¹,

Esgalhado²,

Pereira³

2017

European Proceedings of Social and Behavioural Sciences

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Socio-emotional Learning (SEL) provides individuals with strategies and skills that allow them to be able to identify their own emotions, to reflect on their causes and to understand how these emotions condition their behaviour, aiming at their regulation (Denham, 2006). If intervention with SEL is effective with children without any type of problem, how much more effective it will be with children with Intellectual Disability (ID) since they will be able to understand more than they can express and feel their emotions spontaneously, being able to modify them in knowledge, not always expressed orally (Damásio, 2001). That was the main reason for the creation of Smile, Cry, Scream and Blush, a programme that aims to promote Socio-emotional Competences (SEC) in children with ID. The programme is based on short stories simply illustrated, which stimulates the child's creativity and imagination while arousing his/her curiosity, exteriorizes emotions and helps to resolve conflicts. The diversity of contents, the way they are reported and the very language of tales are considered to be relevant in cognitive and emotional development as well as on the child's personality formation (Couto, 2003;Souza & Bernardino, 2011). The emotional content of the programme was validated by experts in emotional development and children's literature, as well as by students with and without ID. With the purpose of verifying the appropriateness of its contents and objectives, this pilot study with 21 children with ID was conducted. The findings were evident and their involvement grew session after session.

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Inference generation, story comprehension, and language skills in the preschool years

Cited by 163 publications

References 31 publications

What Is Listening Comprehension and What Does It Take to Improve Listening Comprehension?

What Is Listening Comprehension and What Does It Take to Improve Listening Comprehension?

Hikâye Kartlarının Çocukların Görsel İfade Becerileri Üzerindeki Etkisi

Smile, Cry, Scream And Blush – Promoting Socio-Emotional Competences In Children With Id

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