Work

Relationships Between Inferential Reading Language Strategies and Young Children’s Comprehension and Expressive Language Competencies

Year: 2012

Type: article

Abstract: The relationships between different types of adult-support inferential book reading strategies and young children’s language and literacy competence were examined in 18 studies that included 1134 study participants. van Kleeck’s (2006) descriptions of two levels of inferencing and different types of inferential strategies at each level were used to code and analyze the patterns of correlations between the book reading strategies and the child outcomes. Results showed that parents’ and teachers’ use of different types of inferencing strategies were related to variations in the child outcomes, and that the effects of inferencing were conditioned on the children’s ages. Implications for practice are described.

Source: Digital Commons - East Tennessee State University (East Tennessee State University)

Authors: Carl J. Dunst, A. Lynn Williams, Carol M. Trivette, Andrew Simkus, Deborah W. Hamby

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funder: U.S. Department of Education

OpenAlex ID: W2803019905

FWCI: 1.038

Cites:

Cited by: 5

Related to: 10