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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2025
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=EJ1471722 |
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Table of Contents:
- Whose Reality Matters? Children's Ontologies, Theories of Mind, and Reading Denise Dávila Theory of Mind Metacognition Reading Comprehension Hispanic American Students Immigrants Public Libraries Reading Instruction Scaffolding (Teaching Technique) Preschool Children Elementary School Students Family Literacy Literacy Education Family Programs Hispanic Americans Prior Learning Bilingualism Spanish English (Second Language) Second Language Learning Cultural Background There is a relationship between children's ability to formulate theories of mind (i.e., metacognitive hypotheses) about persons or characters in a text and their comprehension of the text. Nevertheless, few studies examine how young children engage their ontological background knowledge to formulate their theories-of-mind. Set in a public library of a new Latinx diasporic community of the U.S. southeast, this case study examines how, within the context of family literacy program, a group of emergent bilingual children (ages 4-8) employ their ontologies to interpret the mental states of persons in a target-text. Data sources include artifacts, audio-visual recordings, and a group exit interview. Qualitative content analysis methods were employed. The results recognize children's ontologies as relevant sources of background knowledge on which to scaffold their reading comprehension.