Integrating Social-Emotional Learning and Literacy With Interactive Read-Alouds (Poster 24)

• In Event: Thursday Poster Session 9:00 am
  In Poster Session: Social and Emotional Learning

Abstract

This study builds upon previous findings that interactive read-alouds are one way to simultaneously support children’s literacy and social-emotional learning (SEL) development. The purpose of my design-based research study was to collaborate with and investigate one elementary teacher’s integration of transformative SEL into their current interactive read-alouds. More specifically, I conducted a discourse analysis to determine patterns between teacher moves that integrate SEL and literacy and student interactions with the text, the activity, and themselves as readers during the instructional sequence. The findings support the value of the instructional sequence, provide actionable steps which translate theories of SEL and literacy to instructional practice, and may offer promising steps toward education that simultaneously supports students' academic, social, and emotional goals.

Author

• Allison Phillippe, Michigan State University