‘Is that what we do?’ Using a conversation-analytic approach to highlight the contribution of dialogic reading strategies to educator–child interactions during storybook reading in two early childhood settings.
In Australia, much emphasis in early childhood education is placed on the importance of supporting young children’s literacy development, and book-reading occurs frequently during typical early-childhood education and care programmes. Reading a story to a child presents an opportunity for rich langu...
| Publicado en: | Journal of Early Childhood Literacy Vol. 16; no. 3; pp. 361 - 383 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Sep2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=117794386&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 117794386 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 14687984 NL5 jtl: Journal of Early Childhood Literacy issn: 14687984 maglogo: Y pubinfo: dt: Sep2016 vid: 16 iid: 3 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 117794386 117794386 117794386 10.1177/1468798415592008 117794386 ppf: 361 ppct: 22 formats: tig: atl: ‘Is that what we do?’ Using a conversation-analytic approach to highlight the contribution of dialogic reading strategies to educator–child interactions during storybook reading in two early childhood settings. aug: au: Cohrssen, Caroline Niklas, Frank Tayler, Collette affil: University of Melbourne, Australia sug: subj: Literacy Conversation Books Language Therapy Language Vocabulary Australia Videorecording Child Data Analysis Experimental Studies Prospective Studies Audiorecording Comparative Studies Child, Preschool Narratives Surveys Child: 6-12 years Child, Preschool: 2-5 years ab: In Australia, much emphasis in early childhood education is placed on the importance of supporting young children’s literacy development, and book-reading occurs frequently during typical early-childhood education and care programmes. Reading a story to a child presents an opportunity for rich language-learning through reciprocal and extended conversations that link the story to the child’s world, introduce new vocabulary and encourage extended thinking and articulation of this thinking. Dialogic reading is a particular approach to book-reading that encourages the child to engage actively with the story. This paper presents data in the form of excerpts from transcripts of two book-reading sessions with young children. A conversation-analytic approach was applied to reveal and deconstruct dialogic reading prompts that occur within the data, thus revealing the interactional phenomena underpinning the dialogic reading strategies observed in two different book-reading episodes. The implications for applying such strategies to support sustained dialogue during storybook-reading are discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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