دورية أكاديمية
Young Children's Science Learning from Narrative Books: The Role of Text Cohesion and Caregivers' Extratextual Talk
| العنوان: | Young Children's Science Learning from Narrative Books: The Role of Text Cohesion and Caregivers' Extratextual Talk |
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| اللغة: | English |
| المؤلفون: | Hilary E. Miller-Goldwater, Melanie H. Hanft (ORCID |
| المصدر: | Journal of Cognition and Development. 2024 25(3):323-349. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| تاريخ النشر: | 2024 |
| Sponsoring Agency: | National Science Foundation (NSF) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH) |
| Contract Number: | 1911639 F32HD10017602 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Descriptors: | Preschool Children, Child Caregivers, Science Education, Text Structure, Childrens Literature, Reading Aloud to Others, Teaching Methods, Learning |
| DOI: | 10.1080/15248372.2023.2267229 |
| تدمد: | 1524-8372 1532-7647 |
| مستخلص: | One way to support young children's factual learning is through shared book reading (reading books with a knowledgeable other). Many books that teach factual content are narrative in structure, in which factual content is embedded within a fictional storyline. However, there are gaps in our understanding of factors influencing children's factual learning from narrative books. In this experiment, 38 caregivers and their 4- to 5-year-old children from the Southeastern United States participated. Each caregiver read to their child two narrative books on science concepts. The books varied in their levels of cohesion (e.g. drawing connections between textual elements and providing details and comparisons). We coded caregivers' extratextual talk while reading for the extent to which it emphasized science information (informational highlighted talk) or went beyond the text to provide further related information (informational elaborative talk). Children's recall of the books' science and story content was tested in free and probed recall formats. We found that children had higher recall of the story content, even though caregivers emphasized the science content through their highlighted extratextual talk. Caregivers used more elaborative extratextual talk with the low cohesion book, perhaps as compensation for the book's lack of cohesion. However, children's recall of the science content was most strongly predicted by the books' cohesion and caregivers' highlighted extratextual talk. These results emphasize the important role that books' textual features and caregivers' extratextual talk during book reading have on young children's factual learning from narrative books. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1425844 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 1524-8372 1532-7647 |
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| DOI: | 10.1080/15248372.2023.2267229 |