Μεθοδολογικές προσεγγίσεις της ανάγνωσης ιστοριών στις προσχολικές τάξεις : η συμβολή τους στην κατανόηση του κειμένου από τα παιδιά της προσχολικής ηλικίας
Part of : Επιστήμες Αγωγής ; No.1, 2007, pages 147-177
Issue:
Pages:
147-177
Author:
Abstract:
The purpose of this study was to examine whether the interactive and the performance-oriented kindergarten teachers' storybook reading styles differentiate the content of story discussions and affect children's story comprehension. Eight (8) kindergarten teachers - four (4) used an interactive reading style and four (4) used a performance-oriented reading style – read four (The unit of coding was the utterance, with both teachers' and children's utterances being coded. Comprehension skills of 64 (8 children from each classroom) randomly assigned children 5-6,3 years old were assessed by story retellings and questioning on the story structure. Data analysis showed that the type and the quality of story discussions significantly differentiated according to the teachers' reading style, and the performance-oriented teacher story book reading style resulted in greater benefits of children's story comprehension.4) stories to the whole classrooms. Discussions were audio-taped, transcribed and coded.
Subject:
Keywords:
ανάγνωση ιστοριών, κατανόηση κειμένου, διδακτική μεθοδολογία, γραπτός λόγος, προσχολική εκπαίδευση
Notes:
Περιέχει πίνακες, σχήματα και βιβλιογραφίες
