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.
| Identifer | oai:union.ndltd.org:PITT/oai:PITTETD:etd-04222009-141334 |
| Date | 17 June 2009 |
| Creators | Heisey, Natalie Denise |
| Contributors | Jennifer Cartier, Rebecca Hamilton, Isabel Beck, Linda Kucan, Louis Pingel |
| Publisher | University of Pittsburgh |
| Source Sets | University of Pittsburgh |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.pitt.edu/ETD/available/etd-04222009-141334/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University of Pittsburgh or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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