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• W188278873 abstract "The purpose of this study was to investigate what effects providing supplemental background knowledge via book talk to first graders would have on their listening comprehension following a read aloud. Research shows that providing background knowledge creates a foundation and/or builds upon the previously set schema on which further information can be placed. This study asked whether specifically addressing information contained within a read aloud trade book during pre-reading book talk would create significant short-term schema that would maintain to become activated in listening comprehension. From a class of 20 first grade students (all of whom heard all treatment titles read), six students, representing a cross section of the class population, were posttested after the readings. Six titles were delivered, the initial three were read with no book talk while the second set of three were accompanied by book talk, props, and theatrics. The post-test for each of the titles consisted of two vocabulary words gleaned from the book text, two literal, and two inferential questions. The post-test showed significant improvement in listening comprehension of the treatment conditions over the control" @default.
• W188278873 created "2016-06-24" @default.
• W188278873 creator A5052596285 @default.
• W188278873 date "1999-07-01" @default.
• W188278873 modified "2023-09-24" @default.
• W188278873 title "The Effect of Book Talks on the Listening Comprehension of First Grade Students." @default.
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• W188278873 hasPublicationYear "1999" @default.
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