Supporting Inferential Thinking in Preschoolers: Effects of Discussion on Children’s Story Comprehension

Abstract

Research Findings: This study examines the effects of low-and highcognitive demand discussion on children's story comprehension and identifies contributions of discussion, initial vocabularies, and parent reading involvement. A total of 70 English learner preschoolers took baseline vocabulary tests in Portuguese and English, were randomly assigned to experimental or control conditions, and were read pairs of books in small groups. In the experimental condition, 1 book per pair was discussed using lowcognitive demand (literal) talk. The other was discussed using high-cognitive demand (inferential) talk. In the control condition, books were read aloud without discussion. All children took story comprehension tests (new literal and inferential questions) following books' third readings. Findings showed significant effects of discussion on comprehension. Repeated measures analyses indicated significant effects of high-demand discussion on both question types, particularly inferential questions. Regression indicated significant contributions of high-demand discussion beyond English vocabulary and home reading. Practice or Policy: High-demand discussion significantly influences children's inferential thinking skill, contributes benefits over and above expected impacts of initial vocabulary, and may offer benefits over low-demand talk for literal details. Teachers need not wait to engage young language learners in cognitively challenging discussion.

A randomized controlled trial of an oral inferential comprehension intervention for young children with developmental language disorder

“…Discussion after hearing the story was either literal or inferential, while the control group simply heard each book read. The inferential-only discussion group showed significantly better literal and inferential comprehension of stories, compared to the literal-only discussion and control groups (Collins, 2016).…”

“…In terms of book sharing interventions, Collins (2016) investigated the effect of discussion after book reading with 70, 4- to 5-year-old typically developing Portuguese-speaking children, who were paired on receptive vocabulary scores. A child from each pair was randomly assigned to either an intervention or control group, both involving repeated reading (in English) of three different books in small groups.…”

Children's Literature That Sparks Inferential Discussions

“…Research has established the benefits of text‐based discussion for comprehension (Nystrand, ). Even among students reading in a second language, cognitively challenging discussion supports inferential thinking (Collins, ).…”

“…Students need comprehension instruction in the early grades (McNamara & Kendeou, ); it helps them understand the ultimate goal of reading as constructing meaning, an important message when students also spend a lot of time developing word‐level skills. After researching discussions with preschool English learners, Collins () concluded that “teachers need not wait to engage young learners in cognitively challenging discussion” (p. 932).…”

Κινητική Ανάπτυξη Μέσα Από Ένα Διαθεματικό Πρόγραμμα Φυσικής Αγωγής Και Παιδικής Λογοτεχνίας Στο Νηπιαγωγείο

“…Αυτό σημαίνει να έχει την ικανότητα σύνδεσης των πληροφοριών που παρέχονται από το κείμενο με πληροφορίες που προέρχονται από γενικότερες γνώσεις του αναγνώστη για την καλύτερη κατανόηση και κριτική προσέγγιση του κειμένου, έτσι ώστε το μήνυμα να κατανοηθεί πλήρως (Αϊδίνης & Δαούλα, 2016). Πρόσφατες έρευνες σε παιδιά προσχολικής ηλικίας καταδεικνύουν τη σημαντική συμβολή του αφηγηματικού πλαισίου της γραμματικής των ιστοριών στην ανάπτυξη της ικανότητας κατανόησης συμπερασμών κατά την ακρόαση ιστοριών (Collins, 2016• Filiatrault-Veilleux, Bouchard, Trudeau, & Desmarais, 2015).…”