We explored how teacher and child talk-turns were related to children's subsequent comprehension responses during read-alouds. Data included three kindergarten teachers' interactive read-alouds (736 talk-turns across six video-recorded and transcribed sessions). Talk-turns were coded using a priori and emergent codes. Statistical discourse…

This study explored how two emergent bilinguals (EBs) from refugee families made inferences with more and less culturally relevant texts. The study took place in a third-grade pull-out small group class in a Midwestern U.S. city. Data included video-recordings and transcripts of all 12 read-aloud discussion lessons of four books, interviews with…

This article addresses a growing call for the use of more culturally relevant texts and pedagogy in classrooms. We present how a teacher sharing power with emergent bilingual (EB) students during read-aloud discussions with culturally relevant texts supports EB students' literacy opportunities. These opportunities include (1) initiating new topics…

We explored (a) emergent bilingual students' talk-turns during read-alouds, (b) how earlier talk-turns were related to later talk-turns, and (c) how talk-turns varied across more versus less culturally relevant books. One teacher and her four students' read-alouds across two sessions each were video-recorded and transcribed. Emergent coding was…

Research Findings: Children learn most of their vocabulary incidentally, by hearing words used in their environment. This study explored which kinds of presentations of words, without any direct instruction, yielded greater depth of target word knowledge. Changes in 56 kindergartners' depth of knowledge for each of 23 novel target words (N =…

This study explores how child and text clues were related to 31 kindergarteners' word-meaning derivation outcomes for 372 words presented in books read aloud to children. Data were analyzed using a multilevel, cross-classification, ordered logit model. Children showed no word-meaning derivation 40% of the time, indicating a need for instruction.…

To examine the relations between emergent readers' social interaction styles and their comprehension processes, we adapted sociocultural and transactional views of learning and reading, and conducted statistical discourse analysis of 1,359 conversation turns transcribed from 14 preschoolers' 40 buddy reading events. Results show that interaction…

Developing reading behaviours in early childhood is essential for later reading comprehension. This study explored how peer buddy reading could potentially support emergent readers' engagement with reading behaviours. Across 40 buddy-reading events, 14 preschoolers (ages 4.0-5.5 years) produced 1,359 conversation turns, which were coded for a…

It is important for children to develop knowledge of words' meanings from a young age because vocabulary development has an impact on their reading comprehension and academic success as they get older. Some children come to school knowing far fewer words than others. Hart and Risley studied young children's vocabulary development and found that…