An Examination of Preschool Teachers' Shared Book Reading Practices in Spanish: Before and after Instructional Guidance

Autor/inn/en	Pollard-Durodola, Sharolyn D.; Gonzalez, Jorge E.; Simmons, Deborah C.; Taylor, Aaron B.; Davis, Matthew J.; Simmons, Leslie; Nava-Walichowski, Miranda
Titel	An Examination of Preschool Teachers' Shared Book Reading Practices in Spanish: Before and after Instructional Guidance
Quelle	In: Bilingual Research Journal, 35 (2012) 1, S.5-31 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2012.667374
Schlagwörter	Curriculum Implementation; Cues; Reading Aloud to Others; Vocabulary; Second Language Learning; Preschool Teachers; Vocabulary Development; Guidance; Professional Development; English (Second Language); English Language Learners; Spanish Speaking; Teaching Methods; Intervention; Instructional Improvement; Check Lists; Feedback (Response); Books + Suchen Sie Ihr Suchwort? Stichwort; Wortschatz; Zweitsprachenerwerb; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Wortschatzarbeit; Beratung; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsqualität; Checkliste; Book; Buch; Monographie; Monografie
Abstract	Shared book reading is a prominent practice in preschools; however, limited research has examined this practice in classrooms with English language learners (ELLs). This study investigated the shared book reading practices of seven preschool teachers of Spanish-speaking ELLs to describe their vocabulary instructional practices before and after receiving instructional guidance (i.e., curriculum implementation, distributed professional development, and instructional cues). Teachers implemented 75 fifteen-min daily structured shared book reading vocabulary sessions for 15 weeks. In addition, they participated in professional development prior to and at two points during the curriculum implementation. To document instructional practices, teachers were observed three times: without and with an instructional cue prior to curriculum implementation and once with a cue at postintervention. Because some preschool teachers may require more intensive guidance than others to improve vocabulary instruction, professional development models must adjust and distribute support more responsively. Implications for future practice and research are discussed. (Contains 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10