Young Children’s Cognitive Engagement during Classroom Book Reading: Differences According to Book, Text Genre, and Story Format

dc.creator	Eleni Moschovaki
dc.creator	Sara Meadows
dc.date	2005-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:12:03Z
dc.date.available	2015-07-20T22:12:03Z
dc.identifier	1524-5039
dc.identifier	https://doaj.org/article/dcea40df49d94884ab78b5a525e2a4b2
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/14935
dc.description	This study examined young children’s cognitive engagement during classroom book reading with different types of books in Greek kindergarten schools. Twenty teachers read four books—two fiction (familiar/unfamiliar story format) and two information books (expository/narrative text). As expected, children’s and teachers’ cognitive engagement was highly correlated. Overall, most group discussion was of low cognitive demand, focusing on text recall and labeling. Information books and expository texts prompted more high cognitive demand discussion, while fiction books and narrative texts of information books prompted more low cognitive demand discussion. No differences on the cognitive level of discussion between the familiar and unfamiliar fiction books were found. The outcomes are discussed in terms of young children’s development of representational abilities.
dc.language	English
dc.language	Chinese
dc.language	Spanish
dc.publisher	ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois
dc.relation	http://ecrp.uiuc.edu/v7n2/moschovaki.html
dc.relation	https://doaj.org/toc/1524-5039
dc.source	Early Childhood Research & Practice, Vol 7, Iss 2 (2005)
dc.subject	Early Childhood Education
dc.subject	Reading
dc.subject	Books
dc.subject	Young Children
dc.subject	Teacher-Child Relationship
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Young Children’s Cognitive Engagement during Classroom Book Reading: Differences According to Book, Text Genre, and Story Format
dc.type	article