Head Start Teachers' Use of Literal and Inferential Language During Whole-Class Repeated Book Reading

• In Event: 31.091 - Roundtable Session 10
  In Roundtable Session: 31.091-19 - Early Literacy Development

Abstract

The opportunity to use both literal and inferential language in teacher-child interactions is important to children’s early literacy development. Repeated book reading activities provide an optimal context to target these skills. In this study, we examined the influence of a repeated book reading approach on Head Start teachers’ language use during whole-classroom book reading throughout one school year. Findings from this research inform early childhood policies and practices by providing a model through which preschool teachers can use repeated book reading to promote essential language skills that are seldom studied in preschool children, such as inferential language skills.

Authors

• Alina Mihai, Indiana University - Kokomo

• Gretchen D. Butera, Indiana University