A Comparison of Preschool Teachers' Talk during Storybook and Information Book Read-Alouds

Autor/inn/en	Price, Lisa Hammett; Bradley, Barbara A.; Smith, Jana Michele
Titel	A Comparison of Preschool Teachers' Talk during Storybook and Information Book Read-Alouds
Quelle	In: Early Childhood Research Quarterly, 27 (2012) 3, S.426-440 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2012.02.003
Schlagwörter	Feedback (Response); Reading Aloud to Others; Preschool Teachers; Classroom Communication; Story Reading; Comparative Analysis; Teacher Attitudes; Books; Educational Attainment; Age Differences; Preschool Children + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Klassengespräch; Lehrerverhalten; Book; Buch; Monographie; Monografie; Bildungsabschluss; Bildungsgut; Age; Difference; Age difference; Altersunterschied; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder
Abstract	Storybooks are the most frequently chosen genre for read alouds in preschool classrooms. However, growing evidence suggests that genre may influence the quantity and quality of talk produced outside of the text. The current study compared twenty preschool teachers' extratextual talk across read-aloud sessions with a storybook and an information book. Results revealed that teachers used significantly greater numbers of extratextual utterances during the information book read-aloud compared to the storybook read-aloud after accounting for differences in duration. Teachers' extratextual utterances also were coded for content, including behavior management, feedback, print and book conventions, and four levels of cognitive demand (with Levels 1 and 2 being concrete and Levels 3 and 4 being cognitively demanding). Rates did not differ across genre in the categories of behavior management, feedback, print, and Level 4; however, rates did differ significantly in the content categories of Level 1, Level 2, and Level 3 on the continuum of cognitive demand, with the rates always being significantly higher in the information book read-aloud compared to the storybook. Teachers also reported less favorable perceptions toward reading information books aloud compared to reading storybooks aloud. This may be attributable to differences in how teachers read information books compared to storybooks. Teachers' level of education and the age of the children in the classroom in some cases were related to the teachers' talk during the read aloud. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10