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An Investigation Of Prekindergarten Teachers’ Read Aloud Choices, Rebecca M. Giles, Karen Morrison
An Investigation Of Prekindergarten Teachers’ Read Aloud Choices, Rebecca M. Giles, Karen Morrison
Literacy Practice and Research
The value of children’s literature as a tool for promoting literacy, improving content knowledge, and increasing print motivation is evident. Empirical evidence relating to the types of books early childhood teachers read aloud and the reasons for their choices, however, does not exist. The purpose of this descriptive study was to provide current, in-depth documentation of the read-aloud book choices of prekindergarten teachers (n=151) in a nationally recognized, state-wide program regarding the variables of genre, publication date, and diversity along with the teachers’ rationale for selecting the books. Responses to two open-ended questions inspired by Yopp and Yopp (2006) were …
Read Aloud Across Grade Levels: A Closer Look, Samuel Dejulio, Miriam Martinez, Janis Harmon, Marcy Wilburn, Megan Stavinoha
Read Aloud Across Grade Levels: A Closer Look, Samuel Dejulio, Miriam Martinez, Janis Harmon, Marcy Wilburn, Megan Stavinoha
Literacy Practice and Research
In this study, the authors explore teachers’ beliefs, understandings, and practices related to read alouds through surveys collected in 2015 (86) and 2020 (43). The participants ranged from teachers in early childhood to secondary classrooms. The authors focused on the participating teachers’ purposes for conducting read alouds, types of texts used, preparation, and instructional practices related to rea alouds. The authors analyzed the data in two rounds. They began by comparing the data from 2015 and 2020. In the second round, they analyzed the data along two dimensions: thoughtfulness and valuing of student participation. The authors found similarities between the …