Interactive Book Reading with Expository Science Texts in Preschool Special Education Classrooms

Autor/inn/en	Breit-Smith, Allison; Busch, Jamie D.; Dinnesen, Megan Schneider; Guo, Ying
Titel	Interactive Book Reading with Expository Science Texts in Preschool Special Education Classrooms
Quelle	In: TEACHING Exceptional Children, 49 (2017) 3, S.185-193 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059916685056
Schlagwörter	Teaching Methods; Preschool Education; Special Education; Reading Strategies; Group Activities; Reading Aloud to Others; Vocabulary Development; Content Area Reading; Books; Early Childhood Education; Group Discussion; Language Skills; Science Instruction + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school education; Vorschulerziehung; Special needs education; Sonderpädagogik; Sonderschulwesen; Reading strategy; Leselernstufe; Lesetechnik; Gruppenaktivität; Wortschatzarbeit; Sinnerfassendes Lesen; Book; Buch; Monographie; Monografie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Gruppendiskussion; Language skill; Sprachkompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	Expository, or informational, text can be defined as a type of nonfiction that describes a topic categorically by moving from subtopic to subtopic with the intent to teach content or convey information (Maloch & Bomer, 2013). One vehicle for teaching the text structure and language of expository text to preschool-age children is through interactive book reading. Although interactive book reading has traditionally used narrative texts to teach text structure (i.e., story grammar) and content, the activity of interactive book reading has a lot to offer teachers who want to expand understanding of text structure and build children's language and vocabulary in particular. Yet, simply exposing preschool children to expository text through read-alouds is likely not enough to build a foundation for the language of expository text for children, particularly given the language needs of those with language or learning disabilities (e.g., language impairment, autism spectrum disorder). Rather, it may be more beneficial to build this foundation through a strategic approach, such as explicit instruction focused on a text structure. This article describes an approach conducted in repeated whole- or small-group book readings that can be specialized for the needs of students with language-based disabilities. Three components that can be used as a guide when teaching life science using a sequence text structure are provided. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01