ERIC Number: EJ1130507
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: 55
Read-Alouds in Kindergarten Classrooms: A Moment-by-Moment Approach to Analyzing Teacher-Child Interactions
Mascareño, Mayra; Deunk, Marjolein I.; Snow, Catherine E.; Bosker, Roel J.
European Early Childhood Education Research Journal, v25 n1 p136-152 2017
The aim of the study was to explore teacher-child interaction in 24 whole-class read-aloud sessions in Chilean kindergarten classrooms serving children from low socioeconomic backgrounds. Fifteen sessions focused on story meaning, and nine focused on language coding/decoding. We coded teacher and child turns for their function (i.e., teacher initiation, child response, teacher follow-up), type (e.g., open/closed questions, directives; confirmation, elaboration), and complexity (i.e., literal/low vs. inferential/high language). We found considerable variability in reading approaches. Teachers in meaning-oriented sessions initiated more inferential conversations, whereas in code-oriented sessions the majority of initiations had low complexity. Confirmations were the most recurrent follow-up type, while elaborations occurred mainly during inferential conversations. Overall, teachers strongly determined the complexity of the conversation by means of their initiations. The study expands Anglo-American and European findings to the Latin American context, illustrating the commonality of read-alouds as early childhood education practice and underscoring that teachers can engage children from low socioeconomic backgrounds in cognitively challenging conversations.
Descriptors: Reading Aloud to Others, Kindergarten, Teacher Student Relationship, Interaction, Probability, Foreign Countries, Socioeconomic Background
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: Chile