Promoting Meaning-Focused Skills: Creating a Foundation for Comprehension in Early Childhood Classrooms

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  • Author(s): Thomas, Leiah J. G. (ORCID Thomas, Leiah J. G. (ORCID 0000-0001-9988-3285); Piasta, Shayne B. (ORCID Piasta, Shayne B. (ORCID 0000-0003-3655-4702); Bailet, Laura L. (ORCID Bailet, Laura L. (ORCID 0000-0003-2744-9409); Zettler-Greeley, Cynthia M. (ORCID Zettler-Greeley, Cynthia M. (ORCID 0000-0003-2256-2971); Lewis, Kandia (ORCID Lewis, Kandia (ORCID 0000-0002-7891-9258)
  • Language:
    English
  • Source:
    Reading Teacher. Jan-Feb 2023 76(4):421-428.
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Descriptive
  • Additional Information
    • Availability:
      Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: [email protected]; Web site: https://www.wiley.com/en-us
    • Peer Reviewed:
      Y
    • Source:
      8
    • Sponsoring Agency:
      Institute of Education Sciences (ED)
    • Contract Number:
      R305A160261
    • Education Level:
      Early Childhood Education
    • Subject Terms:
      Young Children; Early Childhood Education; Learning Activities; Comprehension; Concept Formation; Skill Development; Evidence Based Practice; Reading Comprehension; School Readiness
    • Accession Number:
      10.1002/trtr.2165
    • ISSN:
      0034-0561
      1936-2714
    • Abstract:
      Young children's meaning-focused skills are foundational for reading comprehension and begin to develop prior to formal reading instruction. In this article, we argue for the importance of supporting meaning-focused skills in early childhood classrooms. We describe authentic, real-life examples of engaging preschool children in activities that promote meaning-focused skills and highlight how these align with research. In doing so, we provide insight into what early childhood teachers can do in their classrooms to foster the development of critical skills related to comprehension.
    • Abstract:
      As Provided
    • IES Funded:
      Yes
    • Publication Date:
      2023
    • Accession Number:
      EJ1363095