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ERIC Number: EJ784126
Record Type: Journal
Publication Date: 2008-Jan
Pages: 7
Abstractor: ERIC
Reference Count: 23
ISBN: N/A
ISSN: ISSN-1538-6619
Reflecting on Our Read-Aloud Practices: The Importance of Including Culturally Authentic Literature
Hall, Katrina Willard
Young Children, v63 n1 p80-86 Jan 2008
Reading aloud is an accepted and effective practice in early childhood settings, often taking place several times a day. Research has shown that reading aloud children's literature facilitates literacy development in young children and promotes a love of books and reading. In fact, many children begin to learn to read through their responses to stories and books read aloud, while also developing an understanding and preference for particular genres. Early childhood classrooms in the United States have increasingly diverse student populations. Literature from authors and illustrators who authentically depict various cultures and backgrounds is an important part of building a classroom community. As teachers of young children, the books they read aloud influence children's learning and reading enjoyment now and in the future. Many of the books become the children's favorites, ones they will explore on their own and beg to hear again. Teachers have a responsibility to consider why they are reading a particular book aloud and what messages they hope to impart through their choices. By carefully selecting what they read aloud and place in classroom libraries, they facilitate their own development as culturally responsive teachers while fostering children's literacy development, empathy, and acceptance of themselves and others. (Contains 2 resources and 7 online resources.)
National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://journal.naeyc.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A