The interactional structure of explanations during shared reading at kindergarten

Gosen, Myrte; Berenst, Jan; Glopper, K. de

doi:10.1016/j.ijer.2013.06.006

Cited by 11 publications

(9 citation statements)

References 23 publications

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“…Similarly, in the reminiscing literature, some caregivers are shown to use an elaborative style (characterized in part by questions and follow ups that extend the conversation) when talking about the past with their young children, which is shown to predict language development (e.g., Reese, Leyva, Sparks & Grolnick, 2010; for a review see Salmon & Reese, 2016). Explanatory talk during readalouds in kindergarten classrooms is also shown to involve discussions over multiple speaker turns (Gosen, Berenst & de Glopper, 2013; Mascareño, Snow, Deunk & Bosker, 2016), and preschool teachers’ child-involved analytic talk is more predictive of children’s vocabulary growth than other features of the talk, such as immediate recall and feedback (Dickinson & Smith, 1994). From a social-interactionist view (Peterson & McCabe, 1994; Vygotsky, 1978), such talk is likely to benefit the child’s developing language skills not only because of the abstract/concrete content of individual utterances, but also and perhaps more importantly because of its interactive and co-constructive nature.…”

Section: Introductionmentioning

confidence: 99%

Contributions of Abstract Extratextual Talk and Interactive Style to Preschoolers’ Vocabulary Development

Muhinyi

Rowland

2021

J. Child Lang.

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Caregiver abstract talk during shared reading predicts preschool-age children’s vocabulary development. However, previous research has focused on level of abstraction with less consideration of the style of extratextual talk. Here, we investigated the relation between these two dimensions of extratextual talk, and their contributions to variance in children’s vocabulary skills. Caregiver level of abstraction was associated with an interactive reading style. Controlling for socioeconomic status and child age, high interactivity predicted children’s concurrent vocabulary skills whereas abstraction did not. Controlling for earlier vocabulary skills, neither dimension of the extratextual talk predicted later vocabulary. Theoretical and practical relevance are discussed.

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Section: Introductionmentioning

confidence: 99%

Contributions of Abstract Extratextual Talk and Interactive Style to Preschoolers’ Vocabulary Development

Muhinyi

Rowland

2021

J. Child Lang.

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“…Teachers need to help students develop the mindsets required for creativity (Starko, 2013). Part of this is helping students gain content knowledge (Gregory, Hardiman, Yarmonlinskaya, Rinne, & Limb, 2013). This should include how to visualize and how to get in the habit of noticing (Garner, 2013), as well as how to ponder the ramifications of their solutions (Gregory et al, 2013) while thinking in an interdisciplinary manner with creativity (Starko, 2013).…”

Section: Review Of the Literaturementioning

confidence: 99%

“…Part of this is helping students gain content knowledge (Gregory, Hardiman, Yarmonlinskaya, Rinne, & Limb, 2013). This should include how to visualize and how to get in the habit of noticing (Garner, 2013), as well as how to ponder the ramifications of their solutions (Gregory et al, 2013) while thinking in an interdisciplinary manner with creativity (Starko, 2013). Teachers also need to help students develop the skills required for creativity (Starko, 2013).…”

Section: Review Of the Literaturementioning

confidence: 99%

Case study of creativity in asynchronous online discussions

Corfman

Beck

2019

Int J Educ Technol High Educ

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It is vital for online educators to know whether the strategies they use help students gain twenty-first-century skills like creativity. Unfortunately, very little research exists on this topic. Thus, the purpose of this study was to determine whether participation in online courses can help students develop creativity using asynchronous online discussions, textbooks, and teacher developed materials. A case-study approach was used and one professor, recognized by her peers for her expertise in online education, and three of her students were interviewed. Asynchronous online discussions (29) were also collected and analyzed using a sequential process of building an explanation, checking the explanation against the data, and repeating the process. Key results from the study indicated that project-based prompts, problem-based prompts, and heuristics used in asynchronous online discussions can help promote creativity. Future research should explore a more diverse group of participants and academic subject areas.

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“…Here, Rick self-selects and spontaneously comes up with a possible explanation as to why the towers look so small, which he illustrates by aligning gestures. His contribution takes a typical form (indicated by the box around it in this and following excerpts) that regularly occurs with discussion contributions (Gosen, Berenst and de Glopper 2013; these contributions typically contain a causal conjunction). In this case, the conjunction because is preceded by yes, which signals the relation with the previous contribution.…”

Section: Speaker Transcriptmentioning

confidence: 99%

Shared reading at kindergarten

Gosen¹,

Berenst

Glopper³

2015

Self Cite

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This paper presents a single case-study of a longitudinal shared reading programme that took place in Dutch kindergartens with first language speakers of 4 to 6 years old. As will be shown, children participate both in a traditional instructional structure and in a participation framework characterised by a more or less free discussion. These structures establish an optimal learning environment both together and in relationship to each other. Our case study demonstrates how the teacher and the pupils participate in these successive frameworks and how this supports the construction of conceptual knowledge. It will be shown that participation during shared reading of picture books at kindergarten is directly linked to interactional learning opportunities.

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The interactional structure of explanations during shared reading at kindergarten

Cited by 11 publications

References 23 publications

Contributions of Abstract Extratextual Talk and Interactive Style to Preschoolers’ Vocabulary Development

Contributions of Abstract Extratextual Talk and Interactive Style to Preschoolers’ Vocabulary Development

Case study of creativity in asynchronous online discussions

Shared reading at kindergarten

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