The Impact of Variations in Text Presence in Children's Storybooks on Preschool Teachers' Discourse

Autor/inn/en	Smadja, Marie-Lyne; Aram, Dorit; Ziv, Margalit
Titel	The Impact of Variations in Text Presence in Children's Storybooks on Preschool Teachers' Discourse
Quelle	In: Journal of Research in Childhood Education, 33 (2019) 2, S.194-211 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2019.1577774
Schlagwörter	Foreign Countries; Preschool Teachers; Preschool Children; Story Reading; Story Telling; Books; Childrens Literature; Vocabulary; Illustrations; Teaching Methods; Emergent Literacy; Relevance (Education); Alphabets; Phonological Awareness; Reading Strategies; Story Grammar; Israel + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Book; Buch; Monographie; Monografie; 'Children''s literature'; Kinderliteratur; Wortschatz; Bildliche Darstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Frühleseunterricht; Relevance; Relevanz; Buchstabenschrift; Reading strategy; Leselernstufe; Lesetechnik
Abstract	The authors compared the discourse of 100 Israeli preschool teachers with a group of children during three book-sharing contexts: reading, reconstruction, and telling. During telling and reconstruction, the teachers used more utterances and questions and referred more to concept of book and to the illustrations. During reading, they referred more to vocabulary than during the other two contexts. Beyond these differences, the teachers showed a book-sharing style. The results highlight the unique contribution of different book contexts to the nature of teachers' discourse and the importance of training teachers to present books to children in a variety of ways. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01