Read-Alouds in Preschool: a matter of discipline?
2015 (English)In: Journal of Early Childhood Literacy, ISSN 1468-7984, E-ISSN 1741-2919, Vol. 15, no 2, 256-280 p.Article in journal (Refereed) Published
The enquiries in this study were directed towards the reading of children’s literature in preschool with the aim of describing and analysing how read-alouds were carried out in 39 preschools in the northern and southern parts of Sweden. How often were read-alouds performed? How long were they? How was literature chosen? Who initiated the read-alouds? Did dialogues and follow-up activities occur? In what context did the read-alouds take place? Student preschool teachers and preschool teachers in in-service training carried out observations over the course of one week. The results indicated that read-alouds most often occurred once a day, and that they were seldom embedded in a context or planned. Books were chosen randomly. Follow-up activities occurred in 27 % of the reading occasions. Thus, we conclude that read-alouds primarily had a disciplinary focus. The negative effects of these findings, in particular with respect to children from poor print environments, will be discussed.
Place, publisher, year, edition, pages
Sage Publications, 2015. Vol. 15, no 2, 256-280 p.
Read-alouds, emergent literacy, preschool, children’s literature, context embedded learning, text talk
Research subject educational work; Education
IdentifiersURN: urn:nbn:se:umu:diva-84497DOI: 10.1177/1468798414522823OAI: oai:DiVA.org:umu-84497DiVA: diva2:684764