期刊名称：International Electronic Journal of Elementary Education
印刷版ISSN：1307-9298
出版年度：2017
卷号：4
期号：1
页码：259-268
语种：English
出版社：International Electronic Journal of Elementary Education
其他摘要：To understand what they read or hear, children and adults must create a coherent mentalrepresentation of presented information. Recent research suggests that the ability to do so starts todevelop early –well before reading age- and that early individual differences are predictive of laterreading-comprehension performance. In this paper, we review this research and discuss potentialapplications to early intervention. We then present two exploratory studies in which we examinewhether it is feasible to design interventions with early readers (3rd grade) and even toddlers (2-3 yearsold). The interventions employed causal questioning techniques as children listen to orally presented,age-appropriate narratives. Afterwards, comprehension was tested through question answering andrecall tasks. Results indicate that such interventions are indeed feasible. Moreover, they suggest thatfor both toddlers and early readers questions during comprehension are more effective than questionsafter comprehension. Finally, for both groups higher working memory capacity was related to bettercomprehension.
