Beyond the Written Word: The Role of Text on Preschool Teachers' Book Sharing Styles

Autor/inn/en	Schick, Adina R.; Scarola, Lauren; Niño, Silvia; Melzi, Gigliana
Titel	Beyond the Written Word: The Role of Text on Preschool Teachers' Book Sharing Styles
Quelle	In: Journal of Early Childhood Literacy, 23 (2023) 3, S.445-469 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schick, Adina R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798420985168
Schlagwörter	Picture Books; Preschool Education; Hispanic American Students; English Language Learners; Bilingual Students; Teaching Methods; Teacher Student Relationship; Reading Strategies; Interaction; Spanish Speaking; Language Usage + Suchen Sie Ihr Suchwort? Picture book; Bilderbuch; Pre-school education; Vorschulerziehung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Reading strategy; Leselernstufe; Lesetechnik; Interaktion; Sprachgebrauch
Abstract	Teachers' sharing of picture books is a quintessential activity in early childhood classrooms, and has been found to be predictive of children's language and literacy skill development. Although most research, to date, has focused on the manner in which preschool teachers share text-based books with their students, recent work has recommended that teachers include wordless books as part of their classroom book sharing routines. Yet, little is known about how the absence of text might influence teachers' discourse styles. The present study, thus, explored the discourse styles used by preschool teachers of Latino dual-language learners when sharing both text-based and wordless picture books with their class. Results showed that, while there were common features across both book types, when sharing wordless books teachers tended to adopt a more co-constructive style, by asking questions and supporting children's participation in the sharing of the story. At the same time, they were more likely to elicit predictions and analyses from the children. The findings highlight the importance of including wordless books in preschool classroom book sharing interactions, especially in classrooms serving dual-language learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01