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1.
Karen E. Kuhn Casey M. Rausch Tiffany G. McCarty Sarah E. Montgomery Audrey C. Rule 《Early Childhood Education Journal》2017,45(2):285-296
Many primary grade students are not afforded nonfiction-rich opportunities, with fiction comprising the majority of books read aloud in classrooms. With the Common Core Standards recommending that half of the texts made available to students be nonfiction, educators are increasing their use of informational text. The present study explored the impact of explicitly teaching reading comprehension and vocabulary strategies with nonfiction text compared to fiction text in primary-grade classrooms. Two first-grade (n = 39; 25 male, 14 female) and one second-grade class (n = 20; 13 male, 7 female) participated in the quantitative study that followed a repeated measures design in which the students alternated every 2 weeks between fiction-based instruction and nonfiction-based instruction for a total of 8 weeks. Vocabulary and use of comprehension strategies were assessed at the end of each 2-week period. Overall findings indicated that students were better able to apply the comprehension strategies and define vocabulary following nonfiction-based instruction; they also were more motivated to read informational text. The authors recommend that teachers use more nonfiction texts in the primary grades to support students’ reading comprehension and vocabulary development. 相似文献
2.
The purpose of this study was to explore the role of teacher narratives in relation to culture, literacy, self, and other within a masters literacy course in a US context. Within the course, teachers read and responded to autobiographical fiction and nonfiction in book club discussions and by sharing spoken and written personal narratives. Whereas many previous studies of teacher narrative have focused primarily on the content of teacher narrative, this study sought to consider the forms, functions, content, and contexts surrounding the sharing of personal narratives. Two cases, explored through sociolinguistic analysis, are presented to demonstrate how course participants constructed narratives and how these narratives functioned within the course and in relation to participant learning. 相似文献
3.
Storybooks are the most frequently chosen genre for read alouds in preschool classrooms. However, growing evidence suggests that genre may influence the quantity and quality of talk produced outside of the text. The current study compared twenty preschool teachers’ extratextual talk across read-aloud sessions with a storybook and an information book. Results revealed that teachers used significantly greater numbers of extratextual utterances during the information book read-aloud compared to the storybook read-aloud after accounting for differences in duration. Teachers’ extratextual utterances also were coded for content, including behavior management, feedback, print and book conventions, and four levels of cognitive demand (with Levels 1 and 2 being concrete and Levels 3 and 4 being cognitively demanding). Rates did not differ across genre in the categories of behavior management, feedback, print, and Level 4; however, rates did differ significantly in the content categories of Level 1, Level 2, and Level 3 on the continuum of cognitive demand, with the rates always being significantly higher in the information book read-aloud compared to the storybook. Teachers also reported less favorable perceptions toward reading information books aloud compared to reading storybooks aloud. This may be attributable to differences in how teachers read information books compared to storybooks. Teachers’ level of education and the age of the children in the classroom in some cases were related to the teachers’ talk during the read aloud. 相似文献
4.
Sabrina F. Sembiante Jaclyn M. Dynia Joan N. Kaderavek Laura M. Justice 《Early education and development》2018,29(1):14-30
Research Findings: This study examined preschool teachers’ literal talk (LT) and inferential talk (IT) during shared book readings in early childhood education (ECE) and early childhood special education (ECSE) classrooms. We aimed to characterize and compare teachers’ LT and IT in these 2 classroom contexts and determine whether differences in LT and IT are predicted by classroom type, teachers’ educational background, or children’s average language skills. We examined the shared book reading activities of 52 teachers (26 ECE classrooms, 26 ECSE classrooms). Results revealed that ECSE teachers used significantly more LT and showed more variability in their LT and IT than ECE teachers. ECSE classroom type predicted teachers’ use of LT when we controlled for teacher education and children’s language skills, whereas teacher education predicted teachers’ use of IT when we controlled for classroom type and children’s language skills. Practice or Policy: These findings have implications for best practice guidelines and policies, particularly for ECSE environments. 相似文献
5.
Reading aloud to children is considered one of the most highly effective strategies for fostering a range of literacy skills, both at home and within contemporary classrooms. However, little is known about teachers' attitudes toward reading aloud, their self‐reported frequency of engagement in the practice and what may pose as contemporary barriers to the practice. The 2016 Western Australian Study in Reading Aloud (WASRA) collected data from over 100 teachers at 14 Australian schools. The WASRA reveals tensions in translating reading aloud practices into daily practice due to reported lack of time and high curriculum demands. The findings suggest that primary school teachers typically enjoy reading aloud to children, though fewer enjoyed reading themselves. Recommendations are provided to address time and curriculum demands purported as being inhibitors of daily reading practices. These recommendations go some way to help mitigate against literacy inequities within our primary classrooms and in so doing encourage provision of daily reading opportunities for teachers and reading aloud practices. 相似文献
6.
Margaret K. Merga 《English in Education》2016,50(3):255-269
The benefits of regular recreational reading for literacy development have been widely acknowledged, and as such, encouraging children to be life‐long readers is an educational imperative. Teachers who are models of keen recreational reading can play an important role in fostering a keen love of reading in children, so that they regularly engage in the practice. However, it is not known if all teachers have the time, inclination and awareness to actively model a love of reading in their classrooms. This article explores data from the 2016 Western Australian Study in Children's Book Reading to ascertain which teacher behaviours and attitudes children deem indicative of a love of reading. While many children did not know if their teachers liked reading or not, teachers who were perceived to be readers talked about books in the context of pleasure, were seen to read independently at school, and read aloud to the class with expression and emotional connection. 相似文献
7.
Anthony I. Byers Michelle Ko Jennifer LoCasale-Crouch David W. Grissmer 《Early education and development》2016,27(7):976-1003
Research Findings: This study examined the contribution of several class-room experience measures (classroom characteristics, teacher characteristics, and teacher–child interactions) to preschoolers’ improvement in visuomotor integration. Children (N = 467) ranged in age from 3 to 5 years old and were enrolled in 115 classrooms in 5 U.S. states. Children’s visuomotor integration was measured twice (on average 5.2 months apart) using the Beery-Buktenica Developmental Test of Visual-Motor Integration (visuomotor integration subtest). Hierarchical linear models controlling for background characteristics and inhibitory control showed that children improved more in visuomotor integration when they were in classrooms with fewer 3-year-olds, when their teacher had at least a bachelor’s degree, and when teachers demonstrated high quality in their interactions. Practice or Policy: Visuomotor integration, and specifically the ability to copy designs with a writing utensil, is a robust indicator of children’s school readiness and longitudinal achievement. U.S. preschoolers gained more on visuomotor integration in classrooms with fewer 3-year-old children that were taught by a college-educated teacher and when such classrooms provided high-quality organizational and instructional interactions. These results expand the outcomes linked to early childhood education experiences and emphasize the need for well-prepared early childhood teachers who interact with children effectively. 相似文献
8.
Research Findings: Shared book reading provides opportunities for adults to engage in literacy-related interactions with children in meaningful ways. Research has examined various dimensions of adult and child behavior during shared book-reading interactions with some focus on how book type affects the reading experience. Little research, however, has examined systematically the use of shared book reading in a mathematical context. Thus, the purpose of the study was twofold: (a) to examine the effect of book type on teacher use of mathematical talk during shared book reading in preschool classrooms and (b) to examine the effect of training teachers specifically to use mathematical talk during shared book reading. A multielement design with 2 female preschool teachers who taught in inclusion classrooms in an urban school district was used. Results generally indicated that the use of mathematical storybooks resulted in increased teacher mathematical talk compared to the use of nonmathematical storybooks. Training and instructional supports resulted in an increase in mathematical talk over that achieved by mathematical storybooks alone. Practice or Policy: Because shared book reading is a common practice in preschool classrooms, strategically choosing books to address mathematical skills can increase attention to mathematics throughout daily routines and provide a means of increasing teacher mathematical talk. 相似文献
9.
10.
Ted Kesler 《Children‘s Literature in Education》2012,43(4):338-354
An increasingly prevalent and accessible form of hybrid nonfiction picture books blends factual information with poetry or poetic devices to create literary nonfiction. This important form of hybrid text has been sparsely examined. This article addresses three questions about poetic nonfiction picture books: first, how might we categorize picture books that represent this hybrid text?; second, by what criteria might we evaluate the quality of these books?; third, based in Rosenblatt’s concept of reader’s stance, how might we read these books? The author develops a typology of six categories along a continuum from poetry to narrative or expository prose. He examines well-established criteria in the fields of picture books, children’s nonfiction, and poetry that can apply to poetic nonfiction picture books. He argues that in the best of these books, the poetry or poetic devices are synergistic with the content and raise the overall reading experience. The author also argues that, depending where along the continuum each of these books is located, a reader’s stance moves along the continuum of efferent to aesthetic experience. All these books demand a dynamic and recursive reading process. He suggests ways to work with teachers to teach deep readings of these books. 相似文献
11.
Dolores A. Stegelin 《Journal of Early Childhood Teacher Education》2013,34(2):117-120
ABSTRACTThis study examined the effects of coaching with versus without demonstrations of evidence-based book-reading practices on teachers’ use of strategies during independent book-reading periods. A total of 22 Head Start teachers were randomly assigned to one of two cohorts. One cohort (n = 12) participated in biweekly coaching sessions that included having coaches demonstrate how to incorporate a focus on key literacy skills while reading books aloud to students (C + D); the other cohort (n = 10) participated in coaching sessions that did not include explicit demonstration and modeling of evidence-based book-reading practices (C-only). Postintervention observations revealed that teachers in the C + D cohort engaged in behaviors and interactions during their book reading that focused on phonological awareness, alphabet and word knowledge, and print and book awareness to a greater extent than did teachers in the C-only cohort. Cohort differences were also found during an observed small-group activity and on the language and literacy items of a general measure of the classroom literacy environment. Results lend support for the importance of demonstration and observational learning as dimensions of coaching to bring about significant change in teachers’ literacy-enhancing practices. 相似文献
12.
Laverne Warner 《Early Childhood Education Journal》1990,18(1):16-19
Big — bold — beautiful — they're called big books, and preschool teachers are regularly discovering their exciting educational potential. Traditionally, using books with children is a practice that adults have used since they were first developed in the sixteenth century. Indeed, most preschool classrooms include centers which are called by a variety of names — book nook, book corner, book center, storytime center, reading center, or some other title. It's rare to find a child who does not respond to book reading or storytelling, and teachers of young children routinely plan time each day to read a book to their youngsters. Educationally, their use is acceptable practice for children of all ages.
Laverne Warner is a professor of early childhood education at Sam Houston State University, Huntsville, TX. This article draws on material published by the author in Texas Child Care Quarterly,(Summer, 1990), 13:4, 3–8. 相似文献
13.
Research Findings: This study investigated the relationship between features of the classroom environment and misalignment between teacher and observer ratings of preschoolers’ classroom engagement and the extent to which years of teaching experience moderated this relationship. In a sample of 116 preschoolers and 21 teachers in 29 classrooms, classroom engagement was assessed using teacher report and independent direct observation. Classroom-level predictors included severity of challenging behaviors, child:adult ratio, and the percentage of students from economically disadvantaged backgrounds. Lower misalignment was noted on ratings of negative engagement than positive engagement. Multilevel regression analyses revealed that misalignment was largely independent of variation in classroom factors, except for a consistent interaction between years of teaching experience and child:adult ratio. Specifically, observers’ ratings were less misaligned with novice teachers’ ratings than veterans’ in classrooms with a high child:adult ratio, whereas the opposite trend was found in classrooms with low child:adult ratios. Practice or Policy: Findings are discussed in light of current best practice calling for a multidisciplinary approach when conducting assessments on young children, despite little guidance on how to handle misalignment between raters when determining service eligibility and developing effective interventions. 相似文献
14.
Sonia Q. Cabell Tricia A. Zucker Jamie DeCoster Carolina Melo Lindsay Forston Bridget Hamre 《Early education and development》2019,30(1):1-18
Research Findings: This study examined the association between interactive book reading quality and prekindergarten children’s gains in language and literacy skills over the course of an academic year for 96 teachers and 417 children across multiple locations in the United States. Two moderators were examined, namely, children’s initial skill level and teachers’ classroom organization during an interactive read-aloud session. In keeping with prior research, interactive book reading quality, measured by examination of teachers’ extratextual talk, was positively and significantly related to children’s development of both language and literacy skills. Interactive book reading quality was not significantly moderated by children’s initial skills, with the exception that interactive book reading quality appeared most beneficial to children’s print knowledge for children entering prekindergarten with relatively low skill. The unique contribution of this study is that the association between interactive book reading quality and children’s expressive vocabulary was dependent on an organized classroom during the book reading session. Practice or Policy: The quality of teachers’ talk during interactive book reading may matter for children’s vocabulary development only when reading sessions are characterized by relatively high classroom organization. Classroom organization should be an important consideration while planning for interactive book reading sessions. 相似文献
15.
Annemarie H. Hindman Barbara A. Wasik Amber C. Erhart 《Early education and development》2013,24(4):451-474
This study examined the ways in which the language that Head Start teachers used during book reading, as well as the extent to which they made explicit connections between book reading and other instructional activities, were linked to preschoolers' vocabulary development. Participants included 10 Head Start teachers and 153 children in their classrooms. Research Findings: Analyses revealed that teachers varied substantially in the frequency and nature of their book-related remarks, and connections between books and the broader curriculum were relatively few in number and constrained in nature. On average, children learned more words over the course of the year when teachers used more contextualized and decontextualized talk during book readings. Contextualized book-related talk was most positively associated with learning among children with relatively low initial vocabulary knowledge. Too few connections between book reading and the curriculum were observed to afford analysis of their contributions to children's vocabulary skills. Practice or Policy: The findings show the nuanced ways in which shared book reading, a critical part of the preschool day, is linked to vocabulary growth among the nation's most vulnerable learners. The results also highlight potential avenues through which readings could be strategically individualized to optimize early vocabulary development. 相似文献
16.
Relationships between sixth-graders’ reading comprehension and two different measures of print exposure 总被引：1，自引：0，他引：1
This study examined sixth-graders’ reading comprehension and component reading abilities in relation to two measures of print
exposure: an author recognition test (ART) involving fiction authors and a reading habits questionnaire (RHQ) about children’s
voluntary reading for enjoyment across various genres. The ART correlated only with children’s fiction book reading habits,
not with other habits such as nonfiction book or magazine reading, and had a stronger relationship to all tested reading abilities
than did the RHQ. Strong comprehenders in reading outperformed weak comprehenders on all component reading measures, ART score,
and fiction habits; however, weak comprehenders scored higher than did strong comprehenders on the indicator of nonfiction
reading habits. The two groups of comprehenders did not differ significantly on other reported reading habits. The results
are discussed in relation to children’s specific book choices and demonstrate the relevance of genre to evaluations of children’s
print exposure. 相似文献
17.
Boh Young Lee 《Early Childhood Education Journal》2011,39(4):285-290
The purpose of this current study is to build on the previous body of emergent literacy research by investigating the necessity
of assessing book knowledge (e.g., print knowledge, interpretive knowledge, and letter identification) in toddlerhood to set
up successful literacy development by providing independent storybook reading opportunities. This study suggests strategies
that teachers can employ in their toddler classrooms for accomplishing activities such as (i) setting up common and recurring
opportunities to read books independently with toddlers and (ii) informally observing and assessing children’s book knowledge.
Additionally, implications for practice are provided with detailed examples of how toddlers demonstrate their book knowledge
and their understandings about books through independent reading. 相似文献
18.
The purpose of the current study was to: (a) examine the frequency of prior knowledge (PK) activation in elementary classrooms while students were engaged with text, (b) investigate the relevance of students’ responses to teacher prompts, (c) explore the nature of teachers’ and students’ prior knowledge activation utterances, and (d) investigate whether there were discernible routines in the interactions between teachers and students when activating PK. Participants were 6 teachers and 99 students from a private elementary school in the mid-Atlantic. An analysis of classroom discourse suggested that teachers infrequently prompted students to activate their prior knowledge during reading. Yet, when teachers did prompt PK, they asked about a prior lesson most often, or about a specific text, students’ world knowledge, or their personal experiences. Students then responded to their teachers according to the prompted referential frame. Additionally, four routines of classroom discourse were identified in the data including nonresponsive, question–answer, simple feedback, and interaction routines, with less elaborate routines being most common and primarily occurring at the beginning of lessons.
相似文献19.
Molly F. Collins 《Early education and development》2016,27(7):932-956
Research Findings: This study examines the effects of low– and high–cognitive demand discussion on children’s story comprehension and identifies contributions of discussion, initial vocabularies, and parent reading involvement. A total of 70 English learner preschoolers took baseline vocabulary tests in Portuguese and English, were randomly assigned to experimental or control conditions, and were read pairs of books in small groups. In the experimental condition, 1 book per pair was discussed using low–cognitive demand (literal) talk. The other was discussed using high–cognitive demand (inferential) talk. In the control condition, books were read aloud without discussion. All children took story comprehension tests (new literal and inferential questions) following books’ third readings. Findings showed significant effects of discussion on comprehension. Repeated measures analyses indicated significant effects of high-demand discussion on both question types, particularly inferential questions. Regression indicated significant contributions of high-demand discussion beyond English vocabulary and home reading. Practice or Policy: High-demand discussion significantly influences chigldren’s inferential thinking skill, contributes benefits over and above expected impacts of initial vocabulary, and may offer benefits over low-demand talk for literal details. Teachers need not wait to engage young language learners in cognitively challenging discussion. 相似文献
20.
To examine European American parents’ racial socialization, mothers (n = 84) were videotaped while reading 2 race‐themed books to their 4‐ to 5‐year‐old children and completed surveys concerning their racial attitudes and behaviors. Children completed measures of their racial attitudes and both groups (mothers and preschoolers) predicted the others’ racial attitudes. Results indicated that nearly all mothers adopted “colormute” and “colorblind” approaches to socialization. Furthermore, neither children nor mothers accurately predicted the others’ views. Children’s racial attitudes were unrelated to their mothers’ attitudes but were predicted by their mothers’ cross‐race friendships; those children whose mothers had a higher percentage of non‐European American friends showed lower levels of racial biases than those children whose mothers had a lower percentage of non‐European American friends. 相似文献