What Happens Before Book Reading Starts? an Analysis of Teacher–Child Behaviours With Print and Digital Books

Hoel, Trude; Stangeland, Elisabeth Brekke; Schulz-Heidorf, Katrin

doi:10.3389/fpsyg.2020.570652

Cited by 7 publications

(3 citation statements)

References 16 publications

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“…There are plenty of activities one could implement, even before starting to read, for children to build connections with the story. As Hoel et al (2020) suggest, "the pre-reading time period offers valuable opportunities to support children's comprehension during the shared reading sessions" (p. 2). Hence, the first few times, it is important to give students the opportunity to grab the book and explore the different elements in it such as the illustrations, colors, fonts, etc.…”

Section: A Book Is Not Just "A Book"mentioning

confidence: 99%

Book Creation to Support English Language Learning

Torrejon Capurro,

Moses,

Garces

2024

The Reading Teacher

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As part of a large study aiming to understand how kindergarten children in Colombia used translanguaging during independent play, Paula (the teacher) along with Dr. Moses (lead researcher) co‐designed a 6‐week play‐based intervention that included a variety of learning experiences such as partner reading, small‐group reading, and supported play, among others. In this guide, we describe the step‐by‐step process followed to design the children's book the students used during instruction to learn the desired language, vocabulary, and interactions. Additionally, we provide suggestions on how to create a book that fits your teaching goals.

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Section: A Book Is Not Just "A Book"mentioning

confidence: 99%

Book Creation to Support English Language Learning

Torrejon Capurro,

Moses,

Garces

2024

The Reading Teacher

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“…To apply the implications in real situations, ESL/EFL teachers can address their lessons through three different steps. The first step, known as "pre-reading" activities, aims to activate students' background knowledge and stimulate their interest in the topic of the reading text (Hoel et al, 2020). The second step, known as "while-reading," allows students to interact with the author through the reading text, where they Interplaying Reading and Writing in ESL/EFL: A Literature Review of Strategies for Indonesian Teachers can take notes or summarize essential points in the text.…”

Section: The Interplay Between Reading and Writing In Esl/efl Classroommentioning

confidence: 99%

Interplaying Reading and Writing in ESL/EFL: A Literature Review of Strategies for Indonesian Teachers

Anaktototy

2023

Elsya

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The importance of integrating reading and writing activities in ESL/EFL classes cannot be overstated, especially in Indonesia where low literacy levels and reading interest present a challenge for teachers. This study conducted a literature review of 120 articles and books over the last 10 years taken from ZLibrary and Google Scholar's free database to identify effective strategies for incorporating reading and writing activities into the classroom that can be applied in many contexts and countries, including Indonesia. It was found that exposing students to various English text structures through these activities can greatly enhance their writing skills. By examining this literature, the study identifies 6 effective strategies for integrating reading and writing activities in ESL/EFL classes, namely summarizing, paraphrasing, short story writing, comparing and contrasting, discovery learning, and project-based learning. Teachers can employ these strategies to interplay reading and writing activities, helping students develop critical thinking skills, vocabulary, and writing abilities. In conclusion, it is clear that integrating reading and writing activities in ESL/EFL classes can provide a comprehensive approach to teaching and nurture students' writing skills, even in countries with low literacy levels and limited reading interest like Indonesia. Future research should explore additional effective strategies for integrating these activities.

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“…The strategies used by teachers in the practice of pre-reading represent an activation of previous knowledge and the attention that texts require to be used effectively in both printed and digital books (Hoel y Schulz, 2020) Las estrategias empleadas por el docente en la práctica de la prelectura representan la estimulación de los conocimientos previos y la atención que requieren los textos para ser utilizados de forma efectiva tanto en libros impresos como digitales (Hoel y Schulz, 2020) Scopus Skills related to early reading acquisition in Spain and Peru.…”

Section: Scopusunclassified

Análisis de los fundamentos teóricos de la prelectura en los niños de 3 a 5 años

Ramírez,

Espinoza Pintado,

Rivadeneira Rodríguez

2023

Conf. Proc.

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El presente proyecto de investigación se enmarca en analizar cada uno de los fundamentos teóricos de la prelectura en los niños de 3 a 5 años para el desarrollo integral desde nivel inicial. Para el estudio se aplicó la técnica de la revisión documental para poder indagar sobre los estudios que se han realizado sobre prelectura en los niños de inicial, se utilizó el método narrativo para la redacción y la recolección de información apoyándose en el análisis de contenidos e información. Para el análisis de la información se seleccionaron 25 artículos científicos, obtenidos en las bases de datos de Dialnet, Scielo, Redalyc nos permitió evidenciar que la prelectura a temprana edad favorece al infante para tener un buen desarrollo del lenguaje oral, vocabulario a temprana edad. La revisión de los estudios sobre la prelectura nos permite concluir que la prelectura es la preparación que el niño recibe antes de dar inicio al proceso lector, mediante la cual, se facilita las habilidades lingüísticas y conciencia fonológica, que gracias a la influencia de los docentes se permitió la adquisición de información que se activa en los conocimientos previos, favoreciendo a la expresión oral por medio de los hábitos lectores, se va enriqueciendo el desarrollo cognitivo, favoreciendo a su imaginación, como también aumentando palabras a su vocabulario a temprana edad.

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What Happens Before Book Reading Starts? an Analysis of Teacher–Child Behaviours With Print and Digital Books

Cited by 7 publications

References 16 publications

Book Creation to Support English Language Learning

Book Creation to Support English Language Learning

Interplaying Reading and Writing in ESL/EFL: A Literature Review of Strategies for Indonesian Teachers

Análisis de los fundamentos teóricos de la prelectura en los niños de 3 a 5 años

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