Same Book, Different Experience: A Comparison of Shared Reading in Preschool Classrooms

Autor/in	Kindle, Karen J.
Titel	Same Book, Different Experience: A Comparison of Shared Reading in Preschool Classrooms
Quelle	In: Journal of Language and Literacy Education, 7 (2011) 1, S.13-34 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-9035
Schlagwörter	Preschool Education; Preschool Teachers; Teaching Methods; Reading Aloud to Others; Faculty Development; Teacher Role; Observation; Student Centered Learning; Language Acquisition; Concept Formation; Reading Comprehension + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Beobachtung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Sprachaneignung; Spracherwerb; Concept learning; Begriffsbildung; Leseverstehen
Abstract	Shared reading is a common practice in preschool classrooms and is purported to develop oral language, print concepts, and listening comprehension. This study compares the practices of four preschool teachers while reading aloud a common text. Findings suggest that the shared reading experience differs significantly from classroom to classroom in key dimensions. Implications suggest that more effective means of professional development are needed to maximize learning during shared reading events. (As Provided).
Anmerkungen	Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01