An investigation of the relationship between concrete operational thought and reading achievement

Making use of the methodological framework of conversation analysis, the present study aims to investigate story-based classroom discourse with young learners of English in an EFL context. The data were collected from a private IB school following the Primary Years Programme (PYP) curriculum. The participants were 24 young learners who were under the age of 6 and two teachers. To present the interactional organisation of the classroom interaction, 16 hours of story-based lessons in two kindergarten classrooms were audio-recorded and transcribed in detail. The data was analysed from a discourse-analytic perspective. Although the study had hypothesised that learner initiatives would be more frequent in the post-story stages, the findings showed that the pre-story stages created more engaging learning environments. Based on the findings, the implications were provided for EFL classrooms as well as suggestions for further research.

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An investigation of the relationship between concrete operational thought and reading achievement

Abstract: To cite this article: Carol P. Robeck (1981) An investigation of the relationship between concrete operational thought and reading achievement, Reading World, 21:1, 2-13To link to this article: http://dx.

Cited by 2 publications

References 29 publications

Gender Differences in the Relationship of Nascent Conservation and Reading Abilities

Gender Differences in the Relationship of Nascent Conservation and Reading Abilities

Classroom Interactional Competence of Young Learners with Story-Based Lessons in an EFL Context

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