NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1217495
Record Type: Journal
Publication Date: 2019-Jun
Pages: 28
Abstractor: As Provided
ISSN: ISSN-1468-7984
Helping out, Signing up and Sitting down: The Cultural Production of "Read-Alouds" in Three Kindergarten Classrooms
Moffatt, Lyndsay; Heydon, Rachel; Iannacci, Luigi
Journal of Early Childhood Literacy, v19 n2 p147-174 Jun 2019
Reading aloud to children is a ubiquitous practice in early childhood settings. While there are many recommendations for how educators should conduct these experiences, little research in the past decade has examined how read-alouds are actually accomplished. Using anthropological and sociological theories of learning, literacy and research, our analysis illustrates how read-alouds are enacted in three kindergarten classrooms. Our analysis highlights similarities and differences in how these phenomena are produced and raises questions about the consequences current ideologies of literacy learning may have for young children's understandings of reading and of themselves as readers. Differences amongst the research sites are discussed in light of Cummins' continuum of coercive and transformational curricula.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada