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Taking Read-Alouds Seriously: An Examination of Picturebook Read-Aloud Discussions with Teacher Candidates and Their Instructor
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Paul Ricks – ProQuest LLC, 2019
This research presents a case study examination of the experiences of teacher candidates and their instructor as they participated in whole-group picturebook read-aloud discussions over the course of three months. More specifically, it is an examination of the ways that they co-created meanings as they engaged in read-aloud discussions designed to…
Descriptors: Preservice Teachers, Picture Books, Reading Aloud to Others, Discussion
Exploring Factors Related to Young Children's Word-Meaning Derivations during Read-Alouds
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Christ, Tanya; Wang, X. Christine; Chiu, Ming Ming – Reading Psychology, 2017
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.…
Descriptors: Semantics, Young Children, Reading Aloud to Others, Kindergarten
"If I Point, Do They Look?": The Impact of Attention-Orientation Strategies on Text Exploration during Shared Book Reading
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Roy-Charland, Annie; Perron, Melanie; Boulard, Jessica; Chamberland, Justin; Hoffman, Nichola – Reading and Writing: An Interdisciplinary Journal, 2015
The current study examined the effect of pointing to the words and using highlighted text by examining eye movements when children in preschool, Grade 1 and 2 were read storybooks of two levels of difficulty. For all children, pointing to and highlighting the text was observed to increase the amount of time and number of fixations on the printed…
Descriptors: Preschool Children, Early Childhood Education, Grade 1, Grade 2
Making the "Very" Most of Classroom Read-Alouds to Promote Comprehension and Vocabulary
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Santoro, Lana Edwards; Chard, David J.; Howard, Lisa; Baker, Scott K. – Reading Teacher, 2008
Integrating comprehension and vocabulary instruction in read-alouds can help teachers make the very most of class time. The curriculum described illustrates how read-alouds, when implemented with strategic purpose, can boost learners' vocabulary knowledge and reading comprehension. Specifically, the author presents guidelines for: (1) selecting…
Descriptors: Reading Comprehension, Reading Aloud to Others, Vocabulary, Reading Processes
Books in the Classroom.
Greenlaw, M. Jean – Horn Book Magazine, 1987
Enumerates the benefits for young children of interactive reading--that which involves the reader and the listener in an active, shared experience. Furnishes the titles of several children's books appropriate for the practice of interactive reading in the classroom. (NKA)
Descriptors: Class Activities, Primary Education, Reader Text Relationship, Reading Aloud to Others
The Secret Life of Children. Learning How To Read Nourishes A Child's Sense of Self in Ways We Cannot Begin To Imagine.
Birkerts, Sven – School Library Journal, 1999
Suggests that the real power of the childhood reading encounter is less in the specific elements of story or character and more in what is accomplished by the private interchange between child and book. Discusses the differences between reading and being read to and between reading and television watching. (AEF)
Descriptors: Books, Childhood Needs, Childrens Literature, Reader Text Relationship
DRTA: 5 Variations that Facilitate Independence in Reading Narratives.
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Richek, Margaret Ann – Journal of Reading, 1987
Outlines five variations of the Directed Reading Thinking Activity that can help students become independent readers of narrative text. (NKA)
Descriptors: Fiction, Independent Reading, Learning Strategies, Literary Devices