Rethinking Story Reading in U.S. Preschools: Making Story Comprehension and Social-Emotional Understanding the Priority
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서지정보
ㆍ발행기관 : 환태평양유아교육연구학회
ㆍ수록지정보 : Asia-Pacific journal of research in early childhood education / 8권 / 2호
ㆍ저자명 : Judith A. Schickedanz
ㆍ저자명 : Judith A. Schickedanz
목차
U.S. Preschool Read-Aloud Practices: A Bit of HistoryStory Reading during the First Half of the 20th Century
Questioning the Nature of IQ in the 1960s and the First Early Language Interventions
Preschool Story Reading Practices From 1980 through the Late 2000s
Reading To Support Story Comprehension and Social-Emotional Understanding
“Hooray for Harry” (by Kim Lewis, 2006)
“Dreams” (by E.J. Keats, 1974)
“Peter’s Chair” (by E.J. Keats, 1967)
Summary of Story Reading To Support the Development of Empathy
References
한국어 초록
This paper begins with a brief historical overview that provides a context for understanding approachesto story reading in U.S. preschools. It also discusses factors that have prompted a new trend in storyreading, one emphasizing story comprehension directly, not as a vehicle for developing only oralvocabulary and print-related literacy skills. This backdrop, as well as discussions of new research andachievement difficulties in school-age children, sets the stage for the author’s suggestion thatpreschoolers’ social-emotional understanding would also likely benefit, if story reading goals andstrategies were changed to focus on higher-level story comprehension. Examples of suitable storybooksand comprehension support strategies are used to illustrate how the complementary goals of supportingstory comprehension and social-emotional learning might be addressed. These examples also suggest aresearch intervention needed to determine whether story comprehension support strategies can alsobenefit social-emotional understanding.영어 초록
This paper begins with a brief historical overview that provides a context for understanding approachesto story reading in U.S. preschools. It also discusses factors that have prompted a new trend in story
reading, one emphasizing story comprehension directly, not as a vehicle for developing only oral
vocabulary and print-related literacy skills. This backdrop, as well as discussions of new research and
achievement difficulties in school-age children, sets the stage for the author’s suggestion that
preschoolers’ social-emotional understanding would also likely benefit, if story reading goals and
strategies were changed to focus on higher-level story comprehension. Examples of suitable storybooks
and comprehension support strategies are used to illustrate how the complementary goals of supporting
story comprehension and social-emotional learning might be addressed. These examples also suggest a
research intervention needed to determine whether story comprehension support strategies can also
benefit social-emotional understanding.
참고 자료
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