ABSTRACT

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) application by responding to audiovisual inferential questions administered in one of two timing conditions: either (1) during video watching at various points (online) or (2) after the video was finished (offline). Results suggest that online questioning fostered greater overall gains in inferencing skill from pretest to posttest. Moreover, students with higher executive function demonstrated greater gain in inferencing than students with lower executive function. Likewise, students with higher language comprehension skills demonstrated greater gains in inferencing than students with lower language comprehension skills. Theoretical and instructional implications of the findings and areas for future research are discussed.

摘要

我们检查了推理提问的时间对幼儿园儿童在非阅读环境中推理表现的影响程度，同时还考虑了语言理解和执行功能的个体差异。学生通过回答在以下两种时间条件之一中管理的视听推理问题完成了为期八周的早期语言理解个性化教学 (ELCII) 申请：(1) 在各个时间点观看视频期间（在线）或 (2) 在视频播放后完成（离线）。结果表明，从前测到后测，在线提问促进了推理技能的整体提升。此外，执行功能较高的学生比执行功能较低的学生在推理方面表现出更大的收益。同样，语言理解能力较高的学生比语言理解能力较低的学生在推理方面表现出更大的进步。讨论了研究结果和未来研究领域的理论和教学意义。