The study examined preschool students’ use of thinking strategies when responding to deep structure questions during interactive book readings. The children were enrolled in two different inclusive preschool classrooms in a large Midwestern city. The study explored which thinking strategies the preschool children used when answering deep structure questions. Also under investigation was the potential difference in usage of thinking strategies between general education and special education students. Data collected included observations and frequency tallies. Information gathered was analyzed using independent sample T-Tests. The classrooms were combined to generate a larger population. Analysis showed the preschool students in the two inclusive preschool classrooms used all seven thinking strategies during interactive book read alouds. Frequency counts revealed a higher mean usage of schema, making inferences, and determining importance. Further, these strategies were as likely to be used by a general education student as a special education student. Based on the results of the study, teachers should guide and instruct their students about stories within discussions. Teachers should also select engaging texts guided by student interest, student background, or classroom project. This will allow them to build on information that students have and also create learning opportunities in the classroom that affects the classroom community. / Department of Elementary Education

Thesis (M.S.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 21, 2008) Vita. Includes bibliographical references.

Thesis (Ph.D.)--Tufts University, 1988. / Submitted to the Dept. of Child Study. Includes bibliographical references. Access restricted to members of the Tufts University community. Also available via the World Wide Web;

Thesis (Ph. D.)--University of North Texas, Aug., 2007. / Title from title page display. Includes bibliographical references.

Thesis (M.A.)--University of Toronto, 2006. / Source: Masters Abstracts International, Volume: 44-06, page: 2513.

Thesis (Ph.D.) -- University of Newcastle, 1999. / Department of Psychology. Bibliography: leaves 228-262. Also available online.

Thesis (PhD) -- University of Western Sydney, Nepean, 1999. / "A thesis submitted for the degree of Doctor of Philosophy in Education" Bibliography : leaves 234-256.

Thesis: Ph.D.-- University of Western Sydney, Macarthur, 1999. / [A thesis presented to the Faculty of Education and Languages]. Bibliography: p. 292-307.

Thesis (M.I.T.)--The Evergreen State College, 2007. / Title from title screen viewed (6/23/2008). Includes bibliographical references (leaves 142-146).

Thesis (Ed.D.)--Teachers College, Columbia University, 1996. / Typescript; issued also on microfilm. Sponsor: Celia Genishi. Dissertation Committee: Karen Kepler Zumwalt. "Bibliography of children's books and other fiction"--Leaf 372. Includes bibliographical references (leaves 362-371).