Resistance, Engagement, and Understanding: A Profile of a Struggling Emergent Reader Responding to Read-Alouds in a Kindergarten Classroom

Autor/in	Wiseman, Angela M.
Titel	Resistance, Engagement, and Understanding: A Profile of a Struggling Emergent Reader Responding to Read-Alouds in a Kindergarten Classroom
Quelle	In: Reading & Writing Quarterly, 28 (2012) 3, S.255-278 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2012.676407
Schlagwörter	Reading Comprehension; Reading Aloud to Others; Picture Books; Reading Achievement; Kindergarten; Emergent Literacy; African American Students; Interaction; Urban Schools; Case Studies; Learner Engagement; Student Motivation; Classroom Environment; Childrens Literature; At Risk Students + Suchen Sie Ihr Suchwort? Leseverstehen; Picture book; Bilderbuch; Leseleistung; Frühleseunterricht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Interaktion; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Case study; Fallstudie; Case Study; Schulische Motivation; Klassenklima; Unterrichtsklima; 'Children''s literature'; Kinderliteratur
Abstract	Although an abundance of research exists regarding reading achievement gaps with minority students, and it is widely accepted that experiences in the early grades can be foundational to future success, there is a need for more research on what constitutes effective literacy practices for struggling African American emergent readers. The purpose of this article is to describe the complexity of an African American kindergarten student's responses to interactive read-alouds. Drawing on data from a 9-month research project in an urban public kindergarten classroom, this case study describes how an emergent reader, who was identified by his teacher as struggling with both literacy development and motivation, was highly engaged during the daily interactive read-alouds. The researcher used qualitative research methods, and data analysis occurred in 3 phases: (a) descriptive analysis of the classroom context, (b) analysis of emergent themes, and (c) categorical analysis of comprehension levels. Overall, the findings show that classroom read-alouds of children's picture books are a positive aspect of reading instruction because the discussion that occurs can influence and affect children's development of comprehension strategies as well as their self-perceptions as readers. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10