Interactive Read-Alouds—An Avenue for Enhancing Children’s Language for Thinking and Understanding: A Review of Recent Research

Lennox, Sandra

doi:10.1007/s10643-013-0578-5

Cited by 104 publications

(82 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Parallel to the growing trend in teacher education of encouraging educational approaches that perceive children as active participants in learning encounters and preschool life (Bereiter, 1994;Lennox, 2013;Shier, 2001;Sinclair, 2004;Wells, 2009), we also see a growing emphasis on training paradigms that encourage pre-service student teachers to promote the thinking and active participation of the children (Feiman-Nemser, 2001. Feiman-Nemser (2001) claims that "If conventional models emphasize teaching as telling and learning as listening, reformoriented models call for teachers to do more listening as they elicit student thinking and assess their understanding, and for students to do more asking and explaining as they investigate authentic problems and share their solutions" (p. 1015).…”

Section: Repeated Children's Book Reading and Student-teacher Educationmentioning

confidence: 99%

“…They also predict reading competency and school achievement. Comprehension related competencies -vocabulary, knowledge of the social and physical world, and inferential skills that continue to develop throughout life -seem to be responsible for the substantial gaps between children raised in different socioeconomic environments from an early age (Dickinson, Golinkoff, & Hirsh-Pashek, 2010;Ferland, Marchman, & Weileder, 2013;Lennox, 2013;Paris, 2005). Hoff (2003) claims, that it is the quality of infants' early language environment that mediates the link between SES and children's vocabulary knowledge.…”

Section: Introductionmentioning

confidence: 99%

“…Hoff (2003) claims, that it is the quality of infants' early language environment that mediates the link between SES and children's vocabulary knowledge. What repeatedly emerges in recent studies and reviews is the importance of the quality of reading out loud with children both at home (Dickinson et al, 2012;Heath, 1983;Lennox, 2013; Longitudinal studies repeatedly show high correlations between a parent's socioeconomic status and education and, on the other hand, their children's language development and academic achievements throughout the school years (Biemiller, 1999;Dickinson & Tabors, 2001;Ferland, Marchman, & Weisleder, 2013;Hart & Risley, 1995;Neuman, 2011). Language competencies in general, a rich vocabulary, and reading comprehension are the most significant entry cards to successful functioning in the ever changing, fluid life of the 21st century (Biemiller, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Two explanations might be offered for this finding: First, the contribution of read-alouds depends on the quality of interaction with the children, the quality and suitability of the books chosen, and how systematic and intensive the preschool read-alouds were (Cunningham & Zibulsky, 2011;Lennox, 2013;Siraj-Blatchford, 2010;Wiseman, 2011). Second, the impact of early engagement in read-alouds sometimes becomes apparent only after third grade when children need to cope with more sophisticated texts that require comprehension (Paris, 2005;Valencia, Smith, Reece, Wixson, & Newman, 2010).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Student Teachers’ Implementation and Understanding of Repeated Picture-Book Reading in Preschools

Tal

Segal-Drori

2014

AJTE

View full text Add to dashboard Cite

show abstract

Section: Repeated Children's Book Reading and Student-teacher Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Student Teachers’ Implementation and Understanding of Repeated Picture-Book Reading in Preschools

Tal

Segal-Drori

2014

AJTE

View full text Add to dashboard Cite

show abstract

“…Today, reading aloud to children is still considered an important part of a comprehensive emergent literacy program (Beck et al, 2003;Delacruz, 2013;Fox, 2013;Pentimonti and Justice, 2010). When reading aloud is interactive, it is an effective tool for teaching the emergent literacy skills children need to become competent, fluent readers (Henk et al, 2000;Lane and Wright, 2007;Lennox, 2013;Silverman et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Class interactive reading aloud (CIRA): A holistic lens on interactive reading aloud sessions in kindergarten

Christenson¹

2016

Educ. Res. Rev.

View full text Add to dashboard Cite

In kindergarten classrooms (5 to 6 year olds) in the United States, interactive reading aloud has long been considered an important part of a comprehensive emergent literacy program. However, while individual components of interactive reading aloud (for example, teacher activity, student activity and text) have been studied, researchers have lacked a model to holistically assess this important practice. Thus, a model was created-Class Interactive Reading Aloud (CIRA)-to use as a lens for the study. Through non-participant observations and interviews covering a four-month period, this case study examined four experienced kindergarten teachers during four interactive read aloud sessions in the naturalistic setting of their classrooms. Strong patterns emerged across the practice of the teachers in each of the components of interactive read aloud sessions. All teachers exemplified the CIRA model to varying degrees. Teacher activity fell along a continuum from highly controlled sessions to sessions that appeared to have little apparent planning. All types of sessions yielded extremely engaged students.

show abstract

Intentional teaching in early childhood education: A scoping review

Grieshaber

Krieg

McArdle

et al. 2021

Review of Education

View full text Add to dashboard Cite

Despite large‐scale studies demonstrating the benefits of teacher interaction to support young children's learning, intentional teaching (IT) in early childhood education (ECE) remains a contested concept. Given the different perspectives associated with IT, the purpose of this study was to undertake a scoping review of the literature focused on IT in ECE. A systematic approach was adopted to map the evidence to identify key concepts, theories, sources and knowledge gaps. Such a review has the potential to assist researchers, practitioners and policy makers to make informed decisions about the different approaches to IT. The 101 items reviewed were selected according to the following criteria: investigated IT in some way; focused on learners aged birth to 8 years; made a conceptual contribution to understanding IT in ECE; full text availability, and published in English between 2010 and 2019, inclusive. The search incorporated a range of items including peer‐reviewed journal articles, research reports, professional journals, an unpublished thesis and books. Results foregrounded the difficulties involved in reconciling IT and child‐led learning through play, and that these difficulties were most fiercely experienced in the 3–5 age group. An overarching conclusion was that theoretical differences influenced how learning was understood, and determined which learning outcomes were articulated and measured. This review suggests that decisions about IT in ECE are dependent on how the purposes of ECE are defined in and through policy. Rationale for this study: There appear to have been no systematic reviews of the concept of intentional teaching (IT) in early childhood education (ECE). This scoping literature review sought clarity about the nature and role of intentional teaching. It investigated issues about what, how and when IT is applicable for young children’s learning.Why the new findings matter: Intentional teaching in ECE is a contested concept despite large‐scale studies demonstrating the need for a balance between child‐led and teacher directed learning. This scoping review maps the evidence to identify key concepts, theories, sources and knowledge gaps.Implications for educational researchers and policy makers: This scoping review assists researchers, practitioners and policy makers to make informed decisions about the various approaches to IT. Decisions about IT were related to the purposes of ECE that were identified in policy, making policy influential. Theoretical perspectives framed how learning is understood and the role of educators in that learning. The disjuncture between IT and child‐led learning prevailed especially for children aged 3–5 years.

show abstract

Interactive Read-Alouds—An Avenue for Enhancing Children’s Language for Thinking and Understanding: A Review of Recent Research

Cited by 104 publications

References 36 publications

Student Teachers’ Implementation and Understanding of Repeated Picture-Book Reading in Preschools

Student Teachers’ Implementation and Understanding of Repeated Picture-Book Reading in Preschools

Class interactive reading aloud (CIRA): A holistic lens on interactive reading aloud sessions in kindergarten

Intentional teaching in early childhood education: A scoping review

Contact Info

Product

Resources

About