Preschool Teachers’ Repeated Readings of Thematically Related Books

• In Event: Poster Session 8
  In Poster Session: Issues in Early Childhood

Abstract

There is a well-established body of research attesting to the importance of reading aloud to young children and a growing body of literature providing teachers with guidance for how to read aloud. However, this literature tends to focus on reading one book at a time rather than a series of thematically related books. Yet for children to learn and retain vocabulary and concepts, teachers should engage children in repeated readings of books so that they have multiple opportunities to hear, discuss, and learn vocabulary and concepts. Thus, the aim of the present study was to understand how preschool teachers engaged in repeated readings of three different books on one topic; once in a whole-class and twice in a small-group setting.

Authors

• Barbara A. Bradley, The University of Kansas

• Lisa Hammett Price, Indiana University of Pennsylvania