ERIC Number: EJ1063578
Record Type: Journal
Publication Date: 2015-Jun
Abstractor: As Provided
Reference Count: 64
Read-Alouds in Preschool--A Matter of Discipline?
Journal of Early Childhood Literacy, v15 n2 p256-280 Jun 2015
The enquiries in this study were directed towards the reading of children's literature in preschool with the aim of describing and analysing how read-alouds were carried out in 39 preschools in the northern and southern parts of Sweden. How often were read-alouds performed? How long were they? How was literature chosen? Who initiated the read-alouds? Did dialogues and follow-up activities occur? In what context did the read-alouds take place? Student preschool teachers and preschool teachers in in-service training carried out observations over the course of one week. The results indicate that read-alouds mostly occurred once each day and that they were seldom planned or embedded in a context. Books were chosen randomly. Follow-up activities occurred on 27% of reading occasions. Thus, we conclude that read-alouds had primarily a disciplinary focus. The negative effects of these findings are discussed in relation to an ideological versus an autonomous view of literacy.
Descriptors: Foreign Countries, Preschool Children, Oral Reading, Reading Aloud to Others, Reading Instruction, Literacy Education, Student Teachers, Preschool Teachers, Teacher Education, Observation, Reading Material Selection, Learning Activities, Phonics, Childrens Literature, Picture Books
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Preschool Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: Sweden