Coconstructing Meaning: Interactive Literary Discussions in Kindergarten Read-Alouds

Autor/in	Hoffman, Jessica L.
Titel	Coconstructing Meaning: Interactive Literary Discussions in Kindergarten Read-Alouds
Quelle	In: Reading Teacher, 65 (2011) 3, S.183-194 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/TRTR.01025
Schlagwörter	Learner Engagement; Reading Aloud to Others; Kindergarten; Teacher Student Relationship; Emergent Literacy; Interpretive Skills; Critical Reading; Instructional Design; Early Childhood Education; Instructional Innovation; Discussion (Teaching Technique); Teaching Methods; Educational Practices; Educational Technology + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Frühleseunterricht; Interpretationsmethode; Kritisches Lesen; Lesson concept; Lessonplan; Unterrichtsentwurf; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Unterrichtsmedien
Abstract	The new age of digital media and information technologies demands more complex interpretive meaning-making from readers than ever before. Early childhood teachers must therefore incorporate higher-level literacy instruction focused on interpretative meaning to prepare students to meet these increasing literacy demands. This study redesigned the kindergarten classroom read aloud into an instructional context for interpretive meaning-making, rather than only literal level comprehension, where the meaning was constructed through interactive discussion. This article presents four teacher instructional supports for early childhood read aloud discussions designed to foster student engagement in interpretive meaning-making. Integration of the instructional supports created a read aloud climate centered on co-construction of interpretive meaning among the teacher and her students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10