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Background Knowledge Conversations a...

Gottesfeld, Vanessa L.

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Background Knowledge Conversations about Informational Text.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Background Knowledge Conversations about Informational Text./
Author:	Gottesfeld, Vanessa L.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	66 p.
Notes:	Source: Masters Abstracts International, Volume: 57-02.
Contained By:	Masters Abstracts International57-02(E).
Subject:	Reading instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10742711
ISBN:	9780355577648

Background Knowledge Conversations about Informational Text.
Gottesfeld, Vanessa L.

Background Knowledge Conversations about Informational Text. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 66 p.

Source: Masters Abstracts International, Volume: 57-02.

Thesis (M.A.)--Rowan University, 2017.

The purpose of this study was to discover what happened when students are given opportunities to discuss their background knowledge before reading an informational text and to discuss how their background knowledge changed and grew after reading the text. The specific aim of this project was to find out how students interacted with each other during these structured and scaffolded conversations. Transcripts of student conversations, student artifacts, observations of conversations, and a teacher research journal were analyzed. The group of students studied demonstrated the ability to learn from each other, expand on each other's comments, and address misconceptions. The implications for teaching literacy in a 3rd and 4th grade classroom are discussed.

ISBN: 9780355577648Subjects--Topical Terms:

2122756
Reading instruction.

Background Knowledge Conversations about Informational Text.
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100 1 $a Gottesfeld, Vanessa L. $3 3347732
245 1 0 $a Background Knowledge Conversations about Informational Text.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 66 p.
500 $a Source: Masters Abstracts International, Volume: 57-02.
500 $a Adviser: Stephanie Abraham.
502 $a Thesis (M.A.)--Rowan University, 2017.
520 $a The purpose of this study was to discover what happened when students are given opportunities to discuss their background knowledge before reading an informational text and to discuss how their background knowledge changed and grew after reading the text. The specific aim of this project was to find out how students interacted with each other during these structured and scaffolded conversations. Transcripts of student conversations, student artifacts, observations of conversations, and a teacher research journal were analyzed. The group of students studied demonstrated the ability to learn from each other, expand on each other's comments, and address misconceptions. The implications for teaching literacy in a 3rd and 4th grade classroom are discussed.
590 $a School code: 1419.
650 4 $a Reading instruction. $3 2122756
650 4 $a Elementary education. $3 641385
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710 2 $a Rowan University. $b Reading Education. $3 3189294
773 0 $t Masters Abstracts International $g 57-02(E).
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792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10742711