Teaching Theme Using Theory of Mind during Interactive Read Alouds

References

• Allington, R. L., McCuiston, K., & Billen, M. (2015). What research says about text complexity and learning to read. The Reading Teacher, 68(7), 491–501. doi:10.1002/trtr.1280
   Web of Science ®Google Scholar
• Archer, A. L., & Hughes, C. A. (2010). Explicit instruction: Effective and efficient teaching. New York, NY: Guilford Press.
   Google Scholar
• Astington, J. W. (1990). Narrative and the child’s theory of mind. In B. Britton & A. D. Pellegrini (Eds.), Narrative thought and narrative language (pp. 151–171). Mahwah, NJ: Erlbaum.
   Google Scholar
• Baron-Cohen, S., Wheelwright, S., Hill, J., Raste, Y., & Plumb, I. (2001). The "Reading the Mind in the Eyes" Test revised version: A study with normal adults, and adults with Asperger syndrome or high-functioning autism. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 42(2), 241–251. doi:10.1111/1469-7610.0071
   PubMed Web of Science ®Google Scholar
• Bruner, J. (1987). Life as narrative. Social Research, 54(1), 305–314.
   Web of Science ®Google Scholar
• Cartwright, K. B. (2015). Executive skills and reading comprehension: A guide for educators. Guilford Publications.
   Google Scholar
• Curenton, S. M. (2004). The association between narratives and theory of mind for low-income preschoolers. Early Education & Development, 15(2), 124–146. doi:10.1207/s15566935eed1502_1
   Google Scholar
• Curenton, S. M. (2011). Understanding the landscapes of stories: The association between preschoolers’ narrative comprehension and production skills and cognitive abilities. Early Child Development and Care, 181(6), 791–808. doi:10.1080/03004430.2010.490946
   Google Scholar
• Donahue, M. (2014). Perspective-taking and reading comprehension of narratives: Lessons learned from The Bean. In C. A. Stone, E. Silliman, B. Ehren, & G. Wallach (Eds.), Handbook of language and literacy development and disorders (2nd ed., pp. 323–338). Guilford Press.
   Google Scholar
• Dore, R. A., Amendum, S. J., Golinkoff, R. M., & Hirsh-Pasek, K. (2018). Theory of Mind: A Hidden Factor in Reading Comprehension? Educational Psychology Review, 30(3), 1067–1089. doi:10.1007/s10648-018-9443-9
   Web of Science ®Google Scholar
• Foorman, B. R., Petscher, Y., & Herrera, S. (2018). Unique and common effects of decoding and language factors in predicting reading comprehension in grades 1–10. Learning and Individual Differences, 63, 12–23. doi:10.1016/j.lindif.2018.02.011
   Web of Science ®Google Scholar
• Goldman, S. R., McCarthy, K. S., & Burkett, C. (2015). Interpretive inferences in literature. In E. O’Brien, A. Cook, & R. Lorch (Eds.), Inferences during reading (pp. 386–415). Cambridge: Cambridge University Press.
   Google Scholar
• Good, R. H., & Kaminski, R. A. (Eds.). (2002). Dynamic Indicators of Basic Early Literacy Skills (8th ed.). Eugene, OR: Institute for Development of Educational Achievement.
   Google Scholar
• Graesser, A. C. (2007). An introduction to strategic reading comprehension. In D. S. McNamara (Eds.), Reading comprehension strategies: Theories, interventions, and technologies (pp. 3–26). Mahwah, New Jersey: Erlbaum.
   Google Scholar
• Graesser, A., Olde, B., & Klettke, B. (2002). How does the mind construct and represent stories?. In M. Green, J. Strange, & T. Brock (Eds.), Narrative impact (pp. 229–262). Lawrence Erlbaum Associates.
   Google Scholar
• Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101(3), 371–395. doi:10.1037/0033-295X.101.3.371
   PubMed Web of Science ®Google Scholar
• Hambrick, D. Z., & Engle, R. W. (2002). Effects of domain knowledge, working memory capacity, and age on cognitive performance: An investigation of the knowledge-is-power hypothesis. Cognitive Psychology, 44(4), 339–387. doi:10.1006/cogp.2001.0769
   PubMed Web of Science ®Google Scholar
• Heyes, C. M., & Frith, C. D. (2014). The cultural evolution of mind reading. Science (New York, N.Y.), 344(6190), 1243091. doi:10.1126/science.1243091
   PubMed Web of Science ®Google Scholar
• Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2(2), 127–160. doi:10.1007/BF00401799
   Web of Science ®Google Scholar
• Hutchins, T. L., Prelock, P. A., & Bonazinga, L. (2012). Psychometric evaluation of the Theory of Mind Inventory (ToMI): A study of typically developing children and children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42(3), 327–341. doi:10.1007/s10803-011-1244-7
   PubMed Web of Science ®Google Scholar
• Hutchins, T. L., & Prelock, P. A. (2010). The theory of mind task battery. www.Theoryofmindinventory.com
   Google Scholar
• Ju, S., Zhang, D., & Pacha, J. (2012). Employability skills valued by employers as important for entry-level employees with and without disabilities. Career Development and Transition for Exceptional Individuals, 35(1), 29–38. doi:10.1177/0885728811419167
   Google Scholar
• Kaefer, T. (2020). When did you learn it? How background knowledge impacts attention and comprehension in read‐ aloud activities. Reading Research Quarterly, 55(S1), S173–S183. doi:10.1002/rrq.344
   Google Scholar
• Kelly, J., & Taboada Barber, A. (2021). Interactive read-aloud instruction with narratives: Teaching inferencing using theory of mind. TEACHING Exceptional Children, 54(2), 106–115. doi:10.1177/0040059920987876
   Web of Science ®Google Scholar
• Kendeou, P.Jr (2015). A general inference skill. In E. J. O’Brien, A. E. Cook, & R. F. Lorch, (Eds.), Inferences during reading (pp. 160–181). Cambridge: Cambridge University Press.
   Google Scholar
• Kendeou, P., Smith, E. R., & O’Brien, E. J. (2013). Updating during reading comprehension: Why causality matters. Journal of Experimental Psychology. Learning, Memory, and Cognition, 39(3), 854–865. doi:10.1037/a0029468
   PubMed Web of Science ®Google Scholar
• Kerr, M. M., & Frese, K. M. (2017). Reading to learn or learning to read? Engaging college students in course readings. College Teaching, 65(1), 28–31. ­doi:10.1080/87567555.2016.1222577
   Google Scholar
• Kim, Y. S. G. (2020). Theory of mind mediates the relations of language and domain-general cognitions to discourse comprehension. Journal of Experimental Child Psychology, 194, 104813. Advanced Online Publication doi:10.1016/j.jecp.2020.104813
   PubMed Web of Science ®Google Scholar
• Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction- integration model. Psychological Review, 95(2), 163–182. doi:10.1037/0033-295X.95.2.163
   PubMed Web of Science ®Google Scholar
• Kintsch, W., & van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychological Review, 85(5), 363–394. doi:10.1037/0033-295X.85.5.363
   Web of Science ®Google Scholar
• Lehr, S. (1988). The child’s developing sense of theme as a response to literature. Reading Research Quarterly, 23(3), 337–357. doi:10.2307/748046
   Web of Science ®Google Scholar
• Lynch, J. S., van den Broek, P., Kremer, K. E., Kendeou, P., White, M. J., & Lorch, E. P. (2008). The development of narrative comprehension and its relation to other early reading skills. Reading Psychology, 29(4), 327–365. doi:10.1080/02702710802165416
   Google Scholar
• Mar, R. A., & Oatley, K. (2008). The function of fiction is the abstraction and simulation of social experience. Perspectives on Psychological Science: A Journal of the Association for Psychological Science, 3(3), 173–192. doi:10.1111/j.1745-6924.2008.00073.x
   PubMedGoogle Scholar
• Mar, R. A., Tackett, J. L., & Moore, C. (2010). Exposure to media and theory-of-mind development in preschoolers. Cognitive Development, 25(1), 69–78. doi:10.1016/j.cogdev.2009.11.002
   Web of Science ®Google Scholar
• Martucci, K. (2016). Shared storybook reading in the preschool setting and considerations for young children’s theory of mind development. Journal of Early Childhood Research, 14(1), 55–68. doi:10.1177/1476718X14523750
   Web of Science ®Google Scholar
• Mather, N., & Wendling, B. J. (2014). Examiner’s manual. Wookcock-Johnson IV tests of achievement. Chicago, IL: Riverside.
   Google Scholar
• McCaffrey, M., & Hisrich, K. E. (2017). Read- alouds in the classroom: A pilot study of teachers’ self-reporting practices. Reading Improvement, 54(3), 93–100.
   Google Scholar
• McCarthy, K. S., & Goldman, S. R. (2019). Constructing interpretive inferences about literary text: The role of domain-specific knowledge. Learning and Instruction, 60, 245–251. doi:10.1016/j.learninstruc.2017.12.004
   Web of Science ®Google Scholar
• McIntyre, N. S., Oswald, T. M., Solari, E. J., Zajic, M. C., Lerro, L. E., Hughes, C., … Mundy, P. C. (2018). Social cognition and reading comprehension in children and adolescents with autism spectrum disorders or typical development. Research in Autism Spectrum Disorders, 54, 9–20. doi:10.1016/j.rasd.2018.06.004
   Web of Science ®Google Scholar
• McNamara, D. S., & Kendeou, P. (2017). Translating advances in reading comprehension research to educational practice. International Electronic Journal of Elementary Education, 4(1), 33–46.
   Google Scholar
• O’Reilly, T., Wang, Z., & Sabatini, J. (2019). How much knowledge is too little? When a lack of knowledge becomes a barrier to comprehension. Psychological Science, 30(9), 1344–1351. doi:10.1177/0956797619862276
   PubMed Web of Science ®Google Scholar
• Oakhill, J. V., & Cain, K. (2012). The precursors of reading ability in young readers: Evidence from a four-year longitudinal study. Scientific Studies of Reading, 16(2), 91–121. doi:10.1080/10888438.2010.529219
   Web of Science ®Google Scholar
• Paris, A. H., & Paris, S. G. (2003). Assessing narrative comprehension in young children. Reading Research Quarterly, 38(1), 36–76. doi:10.1598/RRQ.38.1.3
   Web of Science ®Google Scholar
• Parker, R. I., Vannest, K. J., & Davis, J. L. (2011). Effect size in single-case research: A review of nine nonoverlap techniques. Behavior Modification, 35(4), 303–322. doi:10.1177/0145445511399147
   PubMed Web of Science ®Google Scholar
• Pavias, M., van den Broek, P., Hickendorff, M., Beker, K., & Van Leijenhorst, L. (2016). Effects of social-cognitive processing demands and structural importance on narrative recall: Differences between children, adolescents, and adults. Discourse Processes, 53(5-6), 488–512. doi:10.1207/s15566935eed1501_1
   Web of Science ®Google Scholar
• Perfetti, C., & Stafura, J. (2014). Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18(1), 22–37. doi:10.1080/10888438.2013.827687
   Web of Science ®Google Scholar
• Peskin, J., & Astington, J. W. (2004). The effects of adding metacognitive language to story texts. Cognitive Development, 19(2), 253–273. doi:10.1016/j.cogdev.2004.01.003
   Web of Science ®Google Scholar
• Rapp, D. N., Broek, P. V. D., McMaster, K. L., Kendeou, P., & Espin, C. A. (2007). Higher-order comprehension processes in struggling readers: A perspective for research and intervention. Scientific Studies of Reading, 11(4), 289–312. doi:10.1080/10888430701530417
   Web of Science ®Google Scholar
• Riggio, M. M., & Cassidy, K. W. (2009). Preschoolers’ processing of false beliefs within the context of picture book reading. Early Education and Development, 20(6), 992–1015. doi:10.1080/10409280903375685
   Web of Science ®Google Scholar
• Ricketts, J., Jones, C. R., Happé, F., & Charman, T. (2013). Reading comprehension in autism spectrum disorders: The role of oral language and social functioning. Journal of Autism and Developmental Disorders, 43(4), 807–816. doi:10.1007/s10803-012-1619-4
   PubMed Web of Science ®Google Scholar
• Ronfard, S., & Harris, P. L. (2014). When will Little Red Riding Hood become scared? Children’s attribution of mental states to a story character. Developmental Psychology, 50(1), 283–292. doi:10.1037/a0032970
   PubMed Web of Science ®Google Scholar
• Rumelhart, D. (1980). Schemata: The building blocks of cognition. In R. J. Spiro, B. C. Bruce and W. F. Brewer. (Eds.), Theoretical issues in reading comprehension. Erlbaum.
   Google Scholar
• Schrank, F. A., McGrew, K. S., & Mather, N. (2014). Woodcock–Johnson IV. Riverside.
   Google Scholar
• Tomasello, M., & Rakoczy, H. (2003). What makes human cognition unique? From individual to shared to collective intentionality. Mind and Language, 18(2), 121–147. doi:10.1111/1468-0017.00217
   Web of Science ®Google Scholar
• Tompkins, V., Farrar, M., & Montgomery, D. E. (2019). Speaking your mind: Language and narrative in young children’s Theory of Mind development. Advances in Child Development and Behavior, 56, 109–140. doi:10.1016/bs.acdb.2018.11.003
   PubMed Web of Science ®Google Scholar
• Tompkins, V., Guo, Y., & Justice, L. M. (2013). Inference generation, story comprehension, and language skills in the preschool years. Reading and Writing, 26(3), 403–429. doi:10.1007/s11145-012-9374-7
   Web of Science ®Google Scholar
• Trabasso, T., & van den Broek, P. (1985). Causal thinking and the representation of narrative events. Journal of Memory and Language, 24(5), 612–630. doi:10.1016/0749-596X(85)90049-X
   Web of Science ®Google Scholar
• Trabasso, T., & Wiley, J. (2005). Goal plans of action and inferences during comprehension of narratives. Discourse Processes, 39(2), 129–164. doi:10.1207/s15326950dp3902&3_3
   Web of Science ®Google Scholar
• University of Oregon, Center on Teaching and Learning. (2018). Understanding the research behind DIBELS® (8th ed.). (Technical Report 1801). Eugene, OR: University of Oregon, Center on Teaching and Learning.
   Google Scholar
• van den Broek, P., Beker, K., & Oudega, M. (2015). Inference generation in text comprehension: Automatic and strategic processes in the construction of a mental representation. In E. J. O’Brien, A. E. Cook, & J. R. F. Lorch, (Eds.), Inferences during reading (pp. 94–122). Cambridge: Cambridge University Press.
   Google Scholar
• van den Broek, P., Rapp, D. N., & Kendeou, P. (2005). Integrating memory-based and constructionist processes in accounts of reading comprehension. Discourse Processes, 39(2-3), 299–316. doi:10.1080/0163853X.2005.9651685
   Web of Science ®Google Scholar
• van Dijk, T. A., & Kintsch, W. (1983). Strategies of discourse comprehension. Cambridge, MA: Academic Press.
   Google Scholar
• Vogindroukas, I., Chelas, E. N., & Petridis, N. E. (2014). Reading the Mind in the Eyes Test (children’s version): a comparison study between children with typical development children with high-functioning autism and typically developed adults. Folia Phoniatrica et Logopaedica: Official Organ of the International Association of Logopedics and Phoniatrics (IALP), 66(1-2), 18–24. doi:10.1159/000363697
   PubMed Web of Science ®Google Scholar
• Wellman, H. M. (2002). Understanding the psychological world: Developing a theory of mind. In U. Goswami (Ed.), Handbook of childhood cognitive development (pp.167–187). Oxford: Blackwell.
   Google Scholar
• What Works Clearinghouse (WWC). (2020). What Works Clearinghouse standards handbook (Version 4.1). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/Docs/referenceresources/WWC-Standards-Handbook-v4-1-508.pdf
   Google Scholar
• Wilder, A. A., & Williams, J. P. (2001). Students with severe learning disabilities can learn higher order comprehension skills. Journal of Educational Psychology, 93(2), 268–278. doi:10.1037/0022-0663.93.2.268
   Web of Science ®Google Scholar
• Williams, J. P., Lauer, K. D., Hall, K. M., Lord, K. M., Gugga, S. S., Bak, S. J., … deCani, J. S. (2002). Teaching elementary school students to identify story themes. Journal of Educational Psychology, 94(2), 235–248. doi:10.1037/0022-0663.94.2.235
   Web of Science ®Google Scholar
• Williamson, G. L., Koons, H., Sandvik, T., & Sanford-Moore, E. (2012). The text complexity continuum in grades 1–12. (Metametrics Research Brief), MetaMetrics Inc., Durham, North Carolina.
   Google Scholar
• Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition, 13(1), 103–128. doi:10.1016/0010-0277(83)90004-5
   PubMed Web of Science ®Google Scholar
• Ziv, M., Smadja, M. L., & Aram, D. (2014). Mothers’ and teachers’ mental-state discourse with preschoolers during storybook reading. Journal of Cognitive Education and Psychology, 13(1), 103–119. doi:10.1891/1945-8959.13.1.103
   Google Scholar
• Zwaan, R. A., & Radvansky, G. A. (1998). Situation models in language comprehension and memory. Psychological Bulletin, 123(2), 162–185. doi:10.1037/0033-2909.123.2.162
   PubMed Web of Science ®Google Scholar