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Teaching 4 Year-Old Kindergarten Stu...

Knuth, Amy S.

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Teaching 4 Year-Old Kindergarten Students to Think-Aloud as a Means of Measuring Their Listening Comprehension: A Feasibility Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teaching 4 Year-Old Kindergarten Students to Think-Aloud as a Means of Measuring Their Listening Comprehension: A Feasibility Study./
作者:	Knuth, Amy S.
面頁冊數:	231 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.
Contained By:	Dissertation Abstracts International77-02A(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3723424
ISBN:	9781339061696

Teaching 4 Year-Old Kindergarten Students to Think-Aloud as a Means of Measuring Their Listening Comprehension: A Feasibility Study.
Knuth, Amy S.

Teaching 4 Year-Old Kindergarten Students to Think-Aloud as a Means of Measuring Their Listening Comprehension: A Feasibility Study. - 231 p.

Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.

Thesis (Ph.D.)--Cardinal Stritch University, 2015.

Purpose: This study describes a program that was designed to model explicit and implicit think-aloud responses in narrative read alouds in an effort to teach preschool aged students to think-aloud while listening to a story based on the classroom theme. Goals of this feasibility study were to determine if the students were able to create think-aloud responses when prompted within a narrative story, while using these think-aloud responses to determine if the responses provide information to measure the students' listening comprehension.

ISBN: 9781339061696Subjects--Topical Terms:

2122756
Reading instruction.

Teaching 4 Year-Old Kindergarten Students to Think-Aloud as a Means of Measuring Their Listening Comprehension: A Feasibility Study.
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245 1 0 $a Teaching 4 Year-Old Kindergarten Students to Think-Aloud as a Means of Measuring Their Listening Comprehension: A Feasibility Study.
300 $a 231 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.
500 $a Adviser: Linda M. Gordy.
502 $a Thesis (Ph.D.)--Cardinal Stritch University, 2015.
520 $a Purpose: This study describes a program that was designed to model explicit and implicit think-aloud responses in narrative read alouds in an effort to teach preschool aged students to think-aloud while listening to a story based on the classroom theme. Goals of this feasibility study were to determine if the students were able to create think-aloud responses when prompted within a narrative story, while using these think-aloud responses to determine if the responses provide information to measure the students' listening comprehension.
520 $a Method: To carry out this feasibility study, six preschool students were randomly selected to participate in a case study, with seven additional students to serve as a control subjects. The treatment group listened to a classroom-based thematic story with modeled explicit think-alouds in the first presentation and modeled implicit think-alouds in the second think-aloud. In a novel narrative story based on the same theme, the students were prompted six times within the story to produce a think-aloud response. The responses were analyzed first for accuracy. A secondary analysis occurred on the accurate, implicit responses to place the responses into categories that indicate a level of comprehension.
520 $a Results: All six treatment participants were able to produce a variety of accurate think-aloud responses while the seven control students only produced a total of seven accurate think-aloud responses. The six students were able to produce think-aloud responses in five of the six categories proposed.
520 $a Conclusion: The results suggest that further experimental investigation of using think-alouds with preschool students is warranted. Instruction in think-alouds using narrative stories paired with assessments using prompts for think-alouds may provide a method for determining listening comprehension in preschool-aged students.
590 $a School code: 1065.
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