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ERIC Number: EJ1226348
Record Type: Journal
Publication Date: 2019
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1090-1027
Helping Preservice Teachers Realize the Transformative Potential of Read Alouds
Stortz, Rebecca; Martinez, Miriam; Harmon, Janis; Cataldo, Raquel; Juarez, Lucinda Marie
Journal of Early Childhood Teacher Education, v40 n3 p238-255 2019
A common instructional practice in early childhood classrooms is the picturebook read aloud. The purpose of this investigation was to help preservice teachers learn to plan picturebook read alouds with the goal of helping children interpret the visual affordances of picturebooks, including visual elements (e.g., cclor, line) and peritextual components (e.g., title page, endpapers) as they engage in collaborative meaning making. In this qualitative study, the participants were 12 preservice teachers enrolled in an undergraduate children's literature course. The findings presented here are focused on three participants that represented a range of growth and understandings about the picturebook format as well as growth and understandings about designing read aloud lessons. Findings indicate that while participants grew in their understandings of picturebook formats and in their ability to develop read aloud lesson plans with a visual focus, the rates and ways in which this occurred varied. Furthermore, the findings also suggest that crafting read alouds with a focus on visual affordances is a complex process and deserves careful attention in teacher preparation programs.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research-practitioner Partnerships
Education Level: Higher Education; Postsecondary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A