TITLE

Prekindergarten Teachers' Verbal References to Print During Classroom-Based, Large-Group Shared Reading

AUTHOR(S)
Zucker, Tricia A.; Justice, Laura M.; Piasta, Shayne B.
PUB. DATE
October 2009
SOURCE
Language, Speech & Hearing Services in Schools;Oct2009, Vol. 40 Issue 4, p376
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Purpose: The frequency with which adults reference print when reading with preschool-age children is associated with growth in children's print knowledge (e.g., L.M. Justice & H.K. Ezell, 2000, 2002). This study examined whether prekindergarten (pre-K) teachers naturally reference print during classroom shared reading and if verbal print references occur at similar rates across different types of books. The relation between frequency of print referencing and quality of teachers' language instruction was also studied. Method: Seventeen pre-K teachers were randomly assigned to a regular reading condition as part of a larger study, and 92 videos of their large-group, shared-reading sessions were analyzed for printreferencing utterances and quality of language instruction. Teachers' verbal print references were compared across texts that were purposefully sampled to include different levels of print salience. Results: Teachers discussed all domains of print studied; however, their rate of print referencing was relatively low. More verbal print references were observed when the teachers read books exhibiting higher amounts of print-salient features. When reading books, there was no apparent relation between teachers' use of print referencing and their quality of language instruction. Conclusion: It is unclear whether this low rate of explicit, verbal print referencing would impact children's print knowledge. Nonetheless, print-salient books appear to offer a natural context for discussions about print. Implications for educational practice are considered.
ACCESSION #
44496842

 

Related Articles

  • Increasing Print Awareness in Preschoolers With Language Impairment Using Non-Evocative Print Referencing. Lovelace, Sherri; Stewart, Sharon R. // Language, Speech & Hearing Services in Schools;Jan2007, Vol. 38 Issue 1, p16 

    Purpose: This study examined the extent to which using non-evocative, explicit referencing of print concepts during shared storybook reading in the context of language therapy facilitated print concept knowledge in children with language impairment. Method: Five children, ages 4 to 5 years, were...

  • Accelerating Preschoolers' Early Literacy Development Through Classroom-Based Teacher-Child Storybook Reading and Explicit Print Referencing. Justice, Laura M.; Kaderavek, Joan N.; Xitao Fan; Sofka, Amy; Hunt, Aileen // Language, Speech & Hearing Services in Schools;Jan2009, Vol. 40 Issue 1, p67 

    Purpose: This study examined the impact of teacher use of a print referencing style during classroom-based storybook reading sessions conducted over an academic year. Impacts on preschoolers' early literacy development were examined, focusing specifically on the domain of print knowledge....

  • Teachers’ Use of Scaffolding Strategies During Read Alouds in the Preschool Classroom. Pentimonti, Jill; Justice, Laura // Early Childhood Education Journal;Jan2010, Vol. 37 Issue 4, p241 

    Relatively little is known regarding preschool teachers’ use of specific scaffolds, including those high support scaffolds (e.g., co-participating, eliciting, reducing choices) that may be important for children who are struggling to acquire language and literacy concepts. The goal of...

  • Talk Now, Read Later. Colker, Laura J. // Teaching Young Children;Dec2011/Jan2012, Vol. 5 Issue 2, p27 

    The article focuses on a study conducted by David Dickinson and Michelle Porche about the relationship between oral language skills and reading comprehension among preschoolers. Findings show the connection between preschool teachers' use of rich vocabulary to kindergartners' ability to read...

  • Preschoolers' Reading Skills Benefit from One Modest Change by Teachers. GRABMEIER, JEFF // Education Digest;Sep2012, Vol. 78 Issue 1, p63 

    The article discusses a study finding that preschoolers show improvements in reading skills when parents and teachers refer to texts while reading aloud. The benefits of practices such as indicating left-to-right reading, pointing out specific words and letters, and showing capital letters to...

  • An Observational Study of Print Literacy in Canadian Preschool Classrooms. Lynch, Jacqueline // Early Childhood Education Journal;Jan2011, Vol. 38 Issue 5, p329 

    The purpose of this study was to examine the role of print literacy in preschool classrooms. There were seven preschool teachers working in central Canada who were observed over three sessions. The process of analytic induction was used to formulate categories based on interviews, classroom...

  • Building Preschool Children's Language and Literacy One Storybook at a Time. Beauchat, Katherine A.; Blamey, Katrin L.; Walpole, Sharon // Reading Teacher;Sep2009, Vol. 63 Issue 1, p26 

    The article discusses a professional development tool that can help facilitate the literacy success of preschool students through shared storybook reading through planning and reflection. Shared storybook reading includes all instances when an adult reads to a child, pauses to engage children in...

  • Reading a note, reading a mind: children's notating skills and understanding of mind. Leyva, Diana; Hopson, Sarah; Nichols, Ashley // Reading & Writing;Mar2012, Vol. 25 Issue 3, p701 

    Are children's understanding of mental states (understanding of mind) related to their notating skills, that is, their ability to produce and read written marks to convey information about objects and number? Fifty-three preschoolers and kindergarteners were presented with a dictation task where...

  • Washing Day. Edwards, Andreanna // Turtle;Jan/Feb2005, Vol. 27 Issue 1, p22 

    Presents a reading activity for preschool children.

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics