NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ959772
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-8543
Early Signs of Self-Regulating Print: Kindergartners at Work Reading to Understand Fiction and Nonfiction Text
Martin, Linda E.; Kragler, Sherry
Journal of Research in Childhood Education, v26 n2 p141-153 2012
The purpose of this study was to examine how 28 kindergartners in two half-day classrooms from a rural midwestern school monitored and self-regulated their understanding of texts (fiction and nonfiction) while reading. Three different interviews (fall, early spring, and late spring) were conducted while the children read from one of two self-selected books offered in each setting: (1) fiction in the fall (to develop routines), (2) nonfiction in the early spring, and (3) fiction in late spring. The interview protocol included questions to examine what the children were thinking as they read and what strategies were used to understand. Observational data also were collected. The results revealed that these kindergartners used strategies while reading, although more strategies (e.g., pictures) were used to construct the meaning of the nonfiction text. More often, the children considered themselves as "readers" with the nonfiction. Words were noted as important to the children as they pointed out words they did not know. This study shows the importance of the use of a variety of texts in the early primary grades to guide children's development of strategies to understand text. (Contains 8 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A