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ERIC Number: EJ915819
Record Type: Journal
Publication Date: 2011-Mar
Pages: 8
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-1082-3301
Interactive Read Alouds: Teachers and Students Constructing Knowledge and Literacy Together
Wiseman, Angela
Early Childhood Education Journal, v38 n6 p431-438 Mar 2011
Interactive read alouds are important learning opportunities for emergent readers because teachers and peers can actively model and scaffold comprehension strategies, engage readers, and cultivate a community of learners. Using data from a 9 month ethnographic study in an urban kindergarten classroom, this article describes how the teacher's approach facilitated rich interaction in the classroom as students read and made sense of stories together. Findings of this study demonstrate how interactive read alouds were important learning opportunities for emergent readers because they provided opportunities for open-ended responses combined with specific reading instruction. The interactive read alouds created a space where meaning was constructed through dialogue and classroom interaction, providing an opportunity for children to respond to literature in a way that builds on their strengths and extends their knowledge.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A