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Reading and Social Imagination: What Relationally Oriented Reading Instruction Can Do for Children

机译：阅读与社会想象力：关系型阅读教学可以为儿童做什么

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摘要

Twenty-two second and third grade children experiencing difficulties with social relationships and reading comprehension participated in small group Relationally Oriented Reading Instruction for eight weeks. Developmental and literacy assessments done before and after the reading intervention showed statistically significant improvements in the understanding of text and in social imagination. Analysis of writing samples resulted in a typology of relationally oriented response. Together these data provide initial evidence linking the understanding of texts to the development of other relational capacities like social imagination, and indicate that purposeful use of picture books within relationally oriented reading instruction may enhance this development.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/02702711.2010.507589
机译：22名二，三年级的孩子在社交关系和阅读理解方面遇到困难，参加了为期八周的小组“面向关系的阅读指导”。阅读干预前后进行的发展和识字评估显示，对文本的理解和社会想象力在统计学上有显着改善。对写作样本的分析导致了面向关系响应的类型学。这些数据一起提供了初步的证据，将对文本的理解与社会关系想象力等其他关系能力的发展联系起来，并表明在面向关系的阅读指导中有目的地使用图画书可以促进这种发展。查看全文下载全文相关的var addthis_config = {ui_cobrand ：“ Taylor＆Francis Online”，services_compact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg，google，more”，pubid：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/02702711.2010.507589

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