ERIC Number: EJ1296363
Record Type: Journal
Publication Date: 2021-Apr
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-0502
EISSN: N/A
Available Date: N/A
A Comparison between Preschool Teachers' Read-Aloud Techniques with Fictional and Informational Picture Books in Small Groups
Robinson, Ariel
Reading Horizons, v60 n1 Article 5 p72-94 Apr 2021
Relatively little is known about preschool teachers' read-aloud techniques with informational picture books. The purpose of this investigation was to identify similarities and differences between preschool teachers' read-aloud techniques with fictional stories, which are commonly read in preschool, and informational texts. Instrumental case study and purposive sampling were employed to investigate the reading techniques of two White female teachers in one preschool classroom as they read in small groups with children two-and-a-half to five years old. In terms of similarities across genres, teachers made personal connections, prompted children to interpret pictures, used multimodal instruction, and differentiated instruction. In terms of key differences, when reading fictional stories, teachers scaffolded children's inferences and predictions, whereas for informational texts, teachers described academic vocabulary and content and focused on informational text features. Preschool teachers might expect to use a core set of reading techniques across texts and also differentiate according to the type of picture book.
Descriptors: Preschool Teachers, Reading Instruction, Teaching Methods, Reading Aloud to Others, Picture Books, Fiction, Multimedia Instruction, Individualized Instruction, Small Group Instruction, Nonfiction
Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: https://scholarworks.wmich.edu/reading_horizons/
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A