Preservice Teachers' Perceptions of Reader Response and Motivation When Traditional and Digital Read-Alouds Are Combined

• In Event: Research Focused on Early Literacy Developmental Factors

Abstract

The expansion of literacy to include technologies is at the core of the New Literacies. Since the New Literacies are rapidly carving a place in literacy instruction, this study focused on digital read-alouds. The study investigated how pre-service teachers were able to effectively create digital read-alouds based on Layne’s (2015) model of read-alouds. Additionally, participants’ views were examined based on Rosenblatt’s reader response theory on using a new literacy paired with a traditional option for read-alouds when doing clinical hours in the elementary classroom. Data were gathered from preservice teachers who learned how to create digital read-alouds and use pedagogical strategies to effectively implement them as well as traditional read-alouds in the classroom.

Author

• April Sanders, Spring Hill College