Engaging Pre-Service Teachers in Read Alouds

Slay, Laura E.; Morton, Tami B.

doi:10.1080/1358684x.2019.1710696

Cited by 8 publications

(5 citation statements)

References 13 publications

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“…Ornaghi et al, 2014), workshops (e.g. Slay & Morton, 2020) or reading sessions (e.g. Curtis et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…A further interesting clarification that emerged from the analysis of the results concerns the reading choices made by the studies that implemented an intervention. We observe the selection of books with multicultural aspects (Glenn, 2012;Gordon, 2017;Slay & Morton, 2020;Tomé -Ferná ndez et al, 2019), and books with relevant emotional content, with a greater frequency for reading with negative emotional contents (Altmann et al, 2012;Angantyr et al, 2016;Iacozza, Costa, & Duñabeitia, 2017;Karniol, 2012). Some studies have chosen specific contents, such as disability (Venegas, 2019), bullying and suicide (Pytash, 2013) and relevant historical events (Chisholm et al, 2017).…”

Section: Reading Componentsmentioning

confidence: 98%

“…On the other side, fiction reading significantly relates to theory of mind abilities (Tabullo et al, 2018). A series of qualitative studies on university students and pre-service teachers reveals that reading classes and bibliotherapeutic sessions promote empathic reflections and connections (Chamberlain, 2019;Hoggan & Cranton, 2015), empathic understandings of issues such as suicide and bullying (Pytash, 2013), and perspective taking and reflections about racism, reducing prejudice and stereotypes (Glenn, 2012;Slay & Morton, 2020). Only two studies do not find a significant increase in empathy over the course, respectively, of a 15 weeks reading workshop (Junker & Jacquemin, 2017) and a four week class reading intervention (Gordon, 2017).…”

Section: Reading and Emotional And Behavioral Adaptive Competenciesmentioning

confidence: 99%

See 2 more Smart Citations

The Association Between Reading and Emotional Development: A Systematic Review

Batini

Luperini

Cei

et al. 2020

JETS

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Reading practice is associated with numerous psychological benefits. However, its influence over individual emotional dimensions has generally been underestimated by research. Only recently has it been recognized across different developmental stages but evidence is still scarce. The aim of this systematic review is to shed light over the association between reading and the several (and sometimes hardly distinguishable) socio-emotional constructs that we have identified in literature: interpersonal skills and prosocial behavior; emotional and behavioral symptoms; emotional regulation and expression; empathy and theory of mind; emotional knowledge and comprehension; and emotional responses. A total of 50 studies were analyzed, including all age groups, various settings, research drawings, and different emotional constructs in order to create a comprehensive view of the association between reading and emotions. Results show that overall reading practice has a positive impact on socio-emotional development, whatever its declination, regardless of age, gender or setting of implementation.

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“…Ornaghi et al, 2014), workshops (e.g. Slay & Morton, 2020) or reading sessions (e.g. Curtis et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Section: Reading Componentsmentioning

confidence: 98%

Section: Reading and Emotional And Behavioral Adaptive Competenciesmentioning

confidence: 99%

See 1 more Smart Citation

The Association Between Reading and Emotional Development: A Systematic Review

Batini

Luperini

Cei

et al. 2020

JETS

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“…Misalnya, di ruang kelas sekolah dasar, guru sering menggunakan protokol membaca-keras yang interaktif sebagai alat untuk mengembangkan kosa kata, pemikiran kritis, pemahaman mendengarkan, dan keterampilan literasi yang muncul. (Slay & Morton, 2020) Guru SKI menyadari jika kegiatan membaca ini mendapat beragam sikap dari para siswa, seperti ada yang suka dengan membaca, ada yang kurang minatnya dalam membaca, bahkan ada siswa yang sama sekali tidak suka dengan kegiatan membaca ini. Maka dari itu guru tersebut mengajak untuk berkolaborasi dengan para orang tua murid untuk bersama-sama saling membantu mengajak siswa untuk mau atau gemar dalam membaca.…”

Section: Mata Pelajaran Skiunclassified

Strategi Guru Sejarah Kebudayaan Islam dalam Penanaman Gemar Membaca pada Siswa

Ratih Pebrianti,

Ritonga

2023

Munaddhomah

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This research was conducted to comprehensively describe and delve into the strategies used by Islamic Education (SKI) teachers to foster a love of reading among students at MTs Al-Ikhlas Sait Buntu using a qualitative descriptive approach with a naturalistic technique. The results of the study revealed that SKI teachers employ several strategies to encourage students to develop a love of reading, such as repeated reading, memorization, and sharing experiences. In the repeated reading strategy, teachers engage students in taking turns to read, allowing other students to focus on the presented text. In the memorization strategy, students are included collectively to ensure that all students can participate effectively in the learning process, while the sharing experiences strategy involves teachers narrating real-life situations to enhance students' curiosity. This, in turn, motivates students to read and seek knowledge continuously. The contribution of this research lies in providing information about effective strategies to cultivate an interest in reading among students in secondary education. The novelty of this research lies in combining various learning strategies into a single activity, enabling students to experience more diverse forms of learning. The utilization of multiple creative teaching strategies can enhance students' enthusiasm for reading.

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“…If teachers' reading interests increase, students' interests will also rise (Rahmayani et al, 2021;Slay & Morton, 2020). Additionally, teachers can accumulate a wealth of knowledge from their reading materials, enhancing their professional teaching capacity (Fernández-Batanero et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Smart library utilization strategy to enhance teachers' reading interest in elementary schools

Indrayani,

Hidayati

2023

J. Fundadikdas (Fundamental Pendidik. Dasar)

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Reading is a crucial tool for unlocking the gateway to knowledge and plays a vital role in personal development. Engaging in reading allows individuals to refine comprehension skills from various angles, preventing engagement in risky behaviors due to a lack of knowledge. In educational settings, students look to their teachers for guidance and inspiration, including setting an example through reading books. Despite quality libraries and literacy programs, student interest in reading may not reach its full potential if teachers fail to act as reading role models. Unfortunately, enthusiasm for reading among teachers in Indonesia remains low. This research aims to uncover the availability of reading media in elementary schools utilizing the e-Library application (Smart Library). It focuses on the design of a reading media utilization program and the strategic implementation to enhance teachers' reading interest. Additionally, the research evaluates the impact of this media and program on teachers. A descriptive qualitative approach is employed, with research subjects from elementary schools in Bandung using Smart Library. Data collection techniques include observation, interviews, and documentation. Findings reveal the Smart Library Utilization Strategy Model to Increase Teachers' Reading Interest in Elementary Schools, comprising four steps: (1) Schools should provide comfortable reading media meeting teachers' needs, digital and physical; (2) School principals must design an innovative and diverse reading media utilization program to effectively enhance teachers' reading interest; (3) Implementation should proceed through strategic steps, from socialization to appreciation; and (4) Regular evaluation of teachers' reading interest improvement is essential to assess quality and identify factors influencing it.

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Engaging Pre-Service Teachers in Read Alouds

Cited by 8 publications

References 13 publications

The Association Between Reading and Emotional Development: A Systematic Review

The Association Between Reading and Emotional Development: A Systematic Review

Strategi Guru Sejarah Kebudayaan Islam dalam Penanaman Gemar Membaca pada Siswa

Smart library utilization strategy to enhance teachers' reading interest in elementary schools

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