Investigating the Reciprocal Relationship between Literacy and Social Emotional Development with Interactive Read-alouds

• In Event: Trauma, Healing, and Socioemotional Development in Literacy Education

Abstract

The purpose of this discourse analysis was to investigate the reciprocal relationship between children’s social-emotional and literacy development by examining patterns between teacher moves and student talk during a series of interactive read-alouds in a fifth-grade classroom. The findings operationalize the evidence for this reciprocal relationship, add to the growing body of literature around TSEL, and provide promising steps towards simultaneously supporting students’ social emotional and literacy development that center culture, complexity, and justice.

Author

• Allison Phillippe, Grand Valley State University