A Dialogic Reading Approach to Supporting Comprehension Strategies and Vocabulary in Preschool

• In Event: Current Topics in Early Childhood Literacy

Abstract

Teaching comprehension strategies to young children is complex and few studies have focused on how they develop these skills (Shanahan & Lonigan, 2010). In addition, research has shown that little comprehension instruction is observed in preschool classrooms (Roskos, Morrow, & Gambrell, 2015). Teachers must have knowledge of the appropriate strategies to use with young children and which strategies are effective for diverse learners, yet they consistently state that they have limited opportunities to reflect on their instruction or observe experienced teachers demonstrating effective comprehension strategies (Author, 2016).

Author

• Carmen Sherry Brown, Hunter College - CUNY