"Is That What We Do?" Using a Conversation-Analytic Approach to Highlight the Contribution of Dialogic Reading Strategies to Educator-Child Interactions during Storybook Reading in Two Early Childhood Settings

Autor/inn/en	Cohrssen, Caroline; Niklas, Frank; Tayler, Collette
Titel	"Is That What We Do?" Using a Conversation-Analytic Approach to Highlight the Contribution of Dialogic Reading Strategies to Educator-Child Interactions during Storybook Reading in Two Early Childhood Settings
Quelle	In: Journal of Early Childhood Literacy, 16 (2016) 3, S.361-382 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798415592008
Schlagwörter	Foreign Countries; Early Childhood Education; Discourse Analysis; Reading Strategies; Teacher Student Relationship; Story Reading; Books; Transcripts (Written Records); Content Analysis; Prompting; Young Children; Reading Aloud to Others; Interaction; Emergent Literacy; Data Analysis; Australia + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Diskursanalyse; Reading strategy; Leselernstufe; Lesetechnik; Teacher student relationships; Lehrer-Schüler-Beziehung; Book; Buch; Monographie; Monografie; Inhaltsanalyse; Benutzerführung; Frühe Kindheit; Interaktion; Frühleseunterricht; Auswertung; Australien
Abstract	In Australia, much emphasis in early childhood education is placed on the importance of supporting young children's literacy development, and book-reading occurs frequently during typical early-childhood education and care programmes. Reading a story to a child presents an opportunity for rich language-learning through reciprocal and extended conversations that link the story to the child's world, introduce new vocabulary and encourage extended thinking and articulation of this thinking. Dialogic reading is a particular approach to book-reading that encourages the child to engage actively with the story. This paper presents data in the form of excerpts from transcripts of two book-reading sessions with young children. A conversation-analytic approach was applied to reveal and deconstruct dialogic reading prompts that occur within the data, thus revealing the interactional phenomena underpinning the dialogic reading strategies observed in two different book-reading episodes. The implications for applying such strategies to support sustained dialogue during storybook-reading are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01