ERIC Number: EJ1023484
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Interactive Reading in Preschool: Improving Practice through Professional Development
Kindle, Karen J.
Reading Improvement, v50 n4 p175-188 Win 2013
Shared reading is a common practice in preschool classrooms and is purported to develop oral language, print concepts, and listening comprehension. The actual practice of reading aloud differed greatly among observed classrooms resulting in variations in potential positive effects. This study examines the potential effects of professional development on the shared reading practices of four prekindergarten teachers. Differences were noted in the number and types of interactions during reading. Findings suggest that focused professional development can improve the quality of read-aloud interactions in prekindergarten classrooms.
Descriptors: Preschool Teachers, Kindergarten, Faculty Development, Interaction, Interaction Process Analysis, Reading Aloud to Others, Educational Practices, Teacher Role, Inservice Teacher Education, Reading Habits, Pretests Posttests, Observation, Phonological Awareness, Phonemic Awareness, Semantics, Protocol Materials, Protocol Analysis, Case Studies
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/ri.html
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Early Childhood Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A