Mediated reading with a social cognitive approach: assessment of a research intervention
DOI:
https://doi.org/10.1590/S0103-863X2012000300011Keywords:
theory of mind, social cognition, teacher education, readingAbstract
This study's objective was to evaluate the effectiveness of a program designed to diversify teachers' storytelling practices and indirectly promote children's understanding of mental states and social information processing. Five teachers and 57 students, aged six years old on average, attending a public school, participated in the study. Teachers were trained and pre- and post-tested through questionnaires addressing social-cognitive conceptions and the impact of qualification on their mediated reading practices. The social-cognitive aspects and the attribution of children's mental terms were evaluated during the reading of two books. A field diary was used to document weekly observations. The results revealed teaching improvement in selecting books and in exploring mental terms during narratives. In regard to the students, significant differences were found in the use of mental language and social information processing. The conclusion is that conducting mediated reading with a social-cognitive focus is feasible in schools.Downloads
Downloads
Published
Issue
Section
License
The Editorial Board authorizes free access to and distribution of published contentes, provided that the source is cited, that is, granding credit to the authors and Paidéia and preserving the full text. The author is allowed to place the final version (postprint / editor’s PDF) in an institutional/thematic repositor or personal page (site, blog), immediately after publication, provided that it is available for open access and comes without any embargo period. Full reference should be made to the first publication in Paidéia. Access to the paper should at least be aligned with the access the journal offers.
As a legal entity, the University of São Paulo at Ribeirão Preto School of Philosophy, Sciences and Languages owns and holds the copyright deriving from the publication. To use the papers, Paidéia adopts the Creative Commons Licence, CC BY-NC non-commercial attribution. This licence permits access, download, print, share, reuse and distribution of papers, provided that this is for non-commercial use and that the source is cited, giving due authorship credit to Paidéia. In these cases, neither authors nor editors need any permission.
When deriving from research involving human beings, manuscripts need IRB approval, in compliance with the guidelines and standards of the Brazilian National Health Council Resolution 196/96 – Ministry of Health. Authors should attach the digital copy of the IRB declaration of approval, according to instructions displayed further ahead.