Fostering Discussion-Based Disciplinary Learning Through Shared Reading Experiences

• In Event: 16.036 - Disciplinary Literacy in Teacher Preparation

Abstract

Shared reading is a widespread and popular literacy practice that is underutilized as a means for opening up meaningful mathematics and science in learning. This qualitative case study examines the design and implementation of cross-disciplinary shared reading resources that integrate mathematics, science, and literacy through discussion in early-childhood informal and formal learning settings. Initial findings indicate that leveraging the practice of shared reading to discuss mathematics and science can support young learners to develop content knowledge as well as positive identities with and dispositions toward these disciplines. Also, collaborative design and enactment of shared reading allows opportunities to foster educators’ learning. These findings are an important step toward improving all children’s equity and access to meaningful mathematical and scientific learning.

Authors

• Allison Beth Hintz, University of Washington - Bothell

• Antony T. Smith, University of Washington - Bothell