Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22656
Title: 
Authors: 
Keywords: 
Negotiation for meaning
Questioning the author
Reading comprehension
Classroom interaction
Primary school
Issue Date: 
2020
Publisher: 
Office of Education Research, National Institute of Education, Singapore
Citation: 
Silver, R. E., Png, J. L. H., Raslinda Rasidir, Foong, P. Y., Huynh, T. C. D., & Kogut, G. (2020). The impact of negotiation for meaning on reading comprehension among Singapore primary students. National Institute of Education (Singapore), Office of Education Research.
Abstract: 
The study follows up on prior research on the key role of negotiation for meaning (NFM) in increasing second language learning and oral comprehension (e.g., Ellis & Heimbach, 1997) and on reading comprehension (Van den Branden, 2000). The investigation described in this report considers whether and in what ways classroom discussions can encourage the types of interactions that are beneficial to language and literacy learning, especially reading comprehension. The intervention encourages a more thoughtful, questioning approach to reading comprehension, integrated with oral interaction that encourages NFM.
URI: 
Project number: 
OER 29/08 RS
Grant ID: 
Education Research Funding Programme (ERFP)
Funding Agency: 
Ministry of Education, Singapore
Appears in Collections:OER - Reports

Files in This Item:
File Description SizeFormat 
OER-29-08-RS.pdf624.88 kBAdobe PDFThumbnail
View/Open
Show full item record

Page view(s)

14
checked on Jun 14, 2021

Download(s)

2
checked on Jun 14, 2021

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.