ERIC Number: EJ1211105
Record Type: Journal
Publication Date: 2019
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-8543
EISSN: N/A
The Impact of Variations in Text Presence in Children's Storybooks on Preschool Teachers' Discourse
Smadja, Marie-Lyne; Aram, Dorit; Ziv, Margalit
Journal of Research in Childhood Education, v33 n2 p194-211 2019
The authors compared the discourse of 100 Israeli preschool teachers with a group of children during three book-sharing contexts: reading, reconstruction, and telling. During telling and reconstruction, the teachers used more utterances and questions and referred more to concept of book and to the illustrations. During reading, they referred more to vocabulary than during the other two contexts. Beyond these differences, the teachers showed a book-sharing style. The results highlight the unique contribution of different book contexts to the nature of teachers' discourse and the importance of training teachers to present books to children in a variety of ways.
Descriptors: Foreign Countries, Preschool Teachers, Preschool Children, Story Reading, Story Telling, Books, Childrens Literature, Vocabulary, Illustrations, Teaching Methods, Emergent Literacy, Relevance (Education), Alphabets, Phonological Awareness, Reading Strategies, Story Grammar
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel
Grant or Contract Numbers: N/A