Learning Literacy though Play Using Interactive Texts during Storybook Reading: A Parent/Child Experience

Autor/in	Orlando, Linda Venticinque
Titel	Learning Literacy though Play Using Interactive Texts during Storybook Reading: A Parent/Child Experience
Quelle	In: Journal of Early Childhood Teacher Education, 25 (2005) 3, S.247-253 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
Schlagwörter	Caregivers; Active Learning; Emergent Literacy; Learning Experience; Story Reading; Reading Aloud to Others; Parent Child Relationship; Interaction; Preschool Children; Preschool Teachers + Suchen Sie Ihr Suchwort? Caregiver; Carer; Betreuungsperson; Pfleger; Aktives Lernen; Frühleseunterricht; Lernerfahrung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interaktion; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin
Abstract	Based on first hand field notes, I undertook to research the reasons why children interacted or did not interact appropriately with a common emergent literacy experience, the readaloud. I explored the reasons why parents/caregivers may not effectively participate in storybook reading, including reactions of parents/caregivers during four literacy events. I determined that the key to successful literacy experiences were first hand, personal involvement of the children in an active learning experience associated with interactive texts. Here, children were invited to create appropriate actions to accompany the story readings. Interactive texts appear to hold the key to successful early literacy experiences for preschoolers. (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