Literaturnachweis - Detailanzeige
| Autor/in | Kindle, Karen J. |
|---|---|
| Titel | Vocabulary Development during Read-Alouds: Primary Practices |
| Quelle | In: Reading Teacher, 63 (2009) 3, S.202-211 (10 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0034-0561 |
| DOI | 10.1598/RT.63.3.3 |
| Schlagwörter | Educational Strategies; Reading Aloud to Others; Vocabulary Development; Reading Teachers; Primary Education; Evaluation Methods; Teacher Attitudes; Teaching Methods; Private Schools |
| Abstract | Reading aloud is a common practice in primary classrooms and is viewed as an important vehicle for vocabulary development. Research indicates that interactive read-aloud styles and adult mediation of word learning are effective in enhancing word learning, but less is known about the actual practices of primary teachers. Read-alouds are complex instructional interactions in which teachers choose texts, identify words for instruction, and select the appropriate strategies to facilitate word learning. This study explored the complexities by examining the read-aloud practices of four primary teachers through observations and interviews. Three levels of vocabulary development and nine different instructional strategies were evident in the data. Variations in practice were related to pedagogical beliefs, grade level, and pragmatic issues of time. Recommendations for practice are discussed. (Contains 1 table.) (As Provided). |
| Anmerkungen | International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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