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Background Knowledge Conversations a...
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Rowan University.
Background Knowledge Conversations about Informational Text.
Record Type:
Language materials, manuscript : Monograph/item
Title/Author:
Background Knowledge Conversations about Informational Text./
Author:
Gottesfeld, Vanessa L.
Description:
1 online resource (66 pages)
Notes:
Source: Masters Abstracts International, Volume: 57-02.
Subject:
Reading instruction. -
Online resource:
click for full text (PQDT)
ISBN:
9780355577648
Background Knowledge Conversations about Informational Text.
Gottesfeld, Vanessa L.
Background Knowledge Conversations about Informational Text.
- 1 online resource (66 pages)
Source: Masters Abstracts International, Volume: 57-02.
Thesis (M.A.)--Rowan University, 2017.
Includes bibliographical references
The purpose of this study was to discover what happened when students are given opportunities to discuss their background knowledge before reading an informational text and to discuss how their background knowledge changed and grew after reading the text. The specific aim of this project was to find out how students interacted with each other during these structured and scaffolded conversations. Transcripts of student conversations, student artifacts, observations of conversations, and a teacher research journal were analyzed. The group of students studied demonstrated the ability to learn from each other, expand on each other's comments, and address misconceptions. The implications for teaching literacy in a 3rd and 4th grade classroom are discussed.
Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018
Mode of access: World Wide Web
ISBN: 9780355577648Subjects--Topical Terms:
1148440
Reading instruction.
Index Terms--Genre/Form:
554714
Electronic books.
Background Knowledge Conversations about Informational Text.
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Gottesfeld, Vanessa L.
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Background Knowledge Conversations about Informational Text.
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2017
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1 online resource (66 pages)
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Source: Masters Abstracts International, Volume: 57-02.
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Adviser: Stephanie Abraham.
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Thesis (M.A.)--Rowan University, 2017.
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Includes bibliographical references
520
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The purpose of this study was to discover what happened when students are given opportunities to discuss their background knowledge before reading an informational text and to discuss how their background knowledge changed and grew after reading the text. The specific aim of this project was to find out how students interacted with each other during these structured and scaffolded conversations. Transcripts of student conversations, student artifacts, observations of conversations, and a teacher research journal were analyzed. The group of students studied demonstrated the ability to learn from each other, expand on each other's comments, and address misconceptions. The implications for teaching literacy in a 3rd and 4th grade classroom are discussed.
533
$a
Electronic reproduction.
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Ann Arbor, Mich. :
$c
ProQuest,
$d
2018
538
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Mode of access: World Wide Web
650
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Reading instruction.
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1148440
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Elementary education.
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Electronic books.
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554714
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ProQuest Information and Learning Co.
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Rowan University.
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Reading Education.
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http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10742711
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click for full text (PQDT)
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