Collen -Part 4
Table 1: codes for interpreting data.
| Table 1: Table 1: codes for interpreting data. | |
| Code | Description |
| CQS | Child question-story related |
| CQSH/T | >Child question-story related-higher level/test-based |
| CQSH/P | Child question-story related-higher level/picture-based |
| CQNS | Child question-not related to story |
| CSS | Child statement-story related |
| CSSH | Child statement-story related-higher level |
| CSNS | Child statement-not related to story |
| CMID | Child movement-looking at investigator/wireless mouse during "page turn" |
| CMB | Child movement-looking away from book during traditional reading |
| CMS | Child movement-looking away from book during traditional reading |
| CMF | Child movement-laying down on floor during story reading |
| CMC | Child movement-interaction w/another child/children during story reading |
| CMPL | Child movement-looking at projector/laptop during discussion |
| IQS | Investigator question/story related |
| IQSH | Investigator question/story related higher level |
| IQNS | Investigator question/not related to story |
| ISS | Investigator statement/story related |
| ISSH | Investigator statement/story related higher level |
| ISNS | Investigator statement/not related to story |
| EXTN | External noise/hallway |
| TSN | Teacher statement/not related to story |
| TSS | Teacher statement/story related |
Questions and statements from both the children and me fell into two different categories: those directly related to the story content that relied completely on information contained in either the pictures or the text; and those related to the story that addressed content or ideas outside of the literal text and pictures, requiring some element of inference or speculative reasoning. This second type of questions and statements, whether by me or by the children, was coded as higher-level questions and statements. Additionally, the higher-level questions fell into two distinct categories: they were either text-based questions or picture-based questions, and the coding (CQSH/T and CQSH/P) reflects this distinction.