Post by Jackie on Oct 27, 2016 21:30:20 GMT -6
Main idea: Shared reading helps children develop new vocabulary, concepts and understanding of text.
Evidence: Grover Whitehurst (1988) research found that when adults use open-ended questions, repetition, and modeling techniques when reading to children they increase a child’s oral language skills that gradually shift the adults’ role in storytelling.
Link: Adults use modeling label or extended during shared reading by naming objects, a concept, or helping a child make connection to print. By labeling adults create exposure while extending builds upon a child’s vocabulary. Open ended questions, following the lead of children on topics, and giving children positive feedback on their comments and observations during the story, build early language and literacy skills. Books read aloud give children experiences with decontextualized language, requiring children to make sense of ideas that are about something beyond the here and now
.
Evidence: Girolanmetto and Weitzman(2002) shared reading causes conversations that are more challenging and linguistically complex that those that occur during play or other activities in preschool among children.
Link: The interaction that adults promote in children’s conversation, encouraged children to hypothesize, reason and predict what happen in the story.
Evidence: Reese and Cox (1999)
3 natural reading styles that occur from adults to reading to children
performance oriented: identifying the characters’ names and setting, reason behind an action or event or problem solving, before and after story reading occurs
comprehended: engaging children in reasoning, predicting, and inferring story events as they are encounter during the reading
Describer: describing the events of the story or the illustrations
Link: Positive and rewarding interaction during shared reading experiences provide children with opportunities to take conversational turns, positive relationship between students and teachers. When children are allowed to share their ideas, thoughts, and feelings, they feel valued by adults and peers = confidence and ability to speak.
Evidence: Studies have found the interactions among the following variables (ethnicity, mother’s education and languages spoken at home) impact both the quality and quantity of books read at home.
Link: Teachers can support all families in continuing to read to their child by enhancing home/ school connection and sharing books with families. Teachers have programs that can guide families on at home reading. They can also control the quality and quantity of books read in programs.
Less than two and half hours = 1 book read
5.5 hours + = 2 books read
Wells(1995) states that the frequency in which children between 1-3 years of age listen to stories was later positively associated with teachers’ ratings of children’s oral language at the age of 5
Conclusion: Shared Reading impacts a child’s development in vocabulary, concepts and understating of text. Through active participation of adults whether family or educators there are positive results seen from children’s oral language. Taking time to get children to think beyond the obvious is what pushes children to become more active and confident in reading.
Evidence: Grover Whitehurst (1988) research found that when adults use open-ended questions, repetition, and modeling techniques when reading to children they increase a child’s oral language skills that gradually shift the adults’ role in storytelling.
Link: Adults use modeling label or extended during shared reading by naming objects, a concept, or helping a child make connection to print. By labeling adults create exposure while extending builds upon a child’s vocabulary. Open ended questions, following the lead of children on topics, and giving children positive feedback on their comments and observations during the story, build early language and literacy skills. Books read aloud give children experiences with decontextualized language, requiring children to make sense of ideas that are about something beyond the here and now
.
Evidence: Girolanmetto and Weitzman(2002) shared reading causes conversations that are more challenging and linguistically complex that those that occur during play or other activities in preschool among children.
Link: The interaction that adults promote in children’s conversation, encouraged children to hypothesize, reason and predict what happen in the story.
Evidence: Reese and Cox (1999)
3 natural reading styles that occur from adults to reading to children
performance oriented: identifying the characters’ names and setting, reason behind an action or event or problem solving, before and after story reading occurs
comprehended: engaging children in reasoning, predicting, and inferring story events as they are encounter during the reading
Describer: describing the events of the story or the illustrations
Link: Positive and rewarding interaction during shared reading experiences provide children with opportunities to take conversational turns, positive relationship between students and teachers. When children are allowed to share their ideas, thoughts, and feelings, they feel valued by adults and peers = confidence and ability to speak.
Evidence: Studies have found the interactions among the following variables (ethnicity, mother’s education and languages spoken at home) impact both the quality and quantity of books read at home.
Link: Teachers can support all families in continuing to read to their child by enhancing home/ school connection and sharing books with families. Teachers have programs that can guide families on at home reading. They can also control the quality and quantity of books read in programs.
Less than two and half hours = 1 book read
5.5 hours + = 2 books read
Wells(1995) states that the frequency in which children between 1-3 years of age listen to stories was later positively associated with teachers’ ratings of children’s oral language at the age of 5
Conclusion: Shared Reading impacts a child’s development in vocabulary, concepts and understating of text. Through active participation of adults whether family or educators there are positive results seen from children’s oral language. Taking time to get children to think beyond the obvious is what pushes children to become more active and confident in reading.