Title of Dissertation: BEYOND STORYTIME: WHOLE CLASS INTERACTIVE READING ALOUD IN KINDERGARTEN

Abstract

Existing research has established the value of reading aloud to young children and suggested a lens with three elements to describe when a teacher reads aloud to an entire kindergarten class during a planned period of instruction (CIRA): teacher practice, student activity, and text. Over four months, I observed and interviewed four experienced kindergarten teachers in the naturalistic setting of their public school classrooms. To analyze the data, I created bounded collective and individual case studies that answer my central questions: What patterns characterize teacher practice, student activity, and text during kindergarten CIRA sessions taught by experienced kindergarten teachers? How do these patterns relate to one another within or across teachers? Across the four classrooms, teachers read with inflection; employed a transparent proactive style of classroom management; purposefully selected texts to read; embedded instruction of concepts of print, vocabulary, and comprehension while they read; and differentiated for their students, especially English Language Learners (ELL). Students demonstrated nearly exclusive on task behavior including spontaneous responses. Texts were primarily narrative, chosen to support the literacy skills or content to be taught, bu

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oai:CiteSeerX.psu:10.1.1.905.7033Last time updated on 11/1/2017

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