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Direct linkButterfuss, Reese; Kendeou, Panayiota; McMaster, Kristen L.; Orcutt, Elly; Bulut, Okan – Scientific Studies of Reading, 2022
We examined the extent to which the timing of inferential questioning influenced kindergartners' inferencing performance in a non-reading context, while also taking into account individual differences in language comprehension and executive function. Students completed the eight-week Early Language Comprehension Individualized Instruction (ELCII)…
Descriptors: Kindergarten, Young Children, Reading Comprehension, Inferences
Download full textButterfuss, Reese; Kendeou, Panayiota; McMaster, Kristen L.; Orcutt, Elly; Bulut, Okan – Grantee Submission, 2021
We examined the extent to which the timing of inferential questioning influenced kindergartners' inferencing performance in a non-reading context, while also taking into account individual differences in language comprehension and executive function. Students completed the eight-week Early Language Comprehension Individualized Instruction (ELCII)…
Descriptors: Kindergarten, Young Children, Reading Comprehension, Inferences
Pentimonti, Jill M.; Justice, Laura M.; Yeomans-Maldonado, Gloria; McGinty, Anita S.; Slocum, Laura; O'Connell, Ann – Journal of Early Intervention, 2017
The focus of the present work was to examine teachers' use of dynamic processes when implementing static language lesson plans that explicitly required teachers to employ scaffolding strategies so as to differentiate instruction. Participants were 37 preschool teachers and 177 children in their classrooms. Videotaped classroom observations were…
Descriptors: Scaffolding (Teaching Technique), Individualized Instruction, Preschool Teachers, Preschool Children
