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• W2210106 abstract "The purpose of this study was to compare the effects of questioning during a read-aloud and questioning after a read-aloud, using science-related informational tradebooks with first-and second-graders. Three thematically-related tradebooks were used, each portraying a scientist involved in authentic investigation. Students in two first/second grade classrooms were engaged in three read-aloud sessions. One group was engaged in discussion of text ideas during reading, while the other group engaged in discussion only at the conclusion of the read-alouds. After-story posttest results revealed minimal differences in scores between groups. However, students in the during-reading group demonstrated statistically significant differences in their pretest/posttest gain scores. This suggests that the cumulative effect of exposing students to multiple texts focusing on the work scientists do did affect students' building a robust representation of text ideas. Furthermore, these results suggest that pairing thematically-related texts with discussion during the read-aloud, cuing students to important ideas and encouraging text-to-text connections as they are encountered, was more beneficial than engaging students in similar discussion after reading." @default.
• W2210106 created "2016-06-24" @default.
• W2210106 creator A5072670422 @default.
• W2210106 date "2009-06-17" @default.
• W2210106 modified "2023-09-28" @default.
• W2210106 title "Reading Aloud Expository Text to First- and Second-Graders A Comparison of the Effects on Comprehension of During- and After-Reading Questioning" @default.
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