PRESCHOOL LITERACY A Seminar for Preschool Teachers About Dialogic Reading Presented By: Darlene...
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Transcript of PRESCHOOL LITERACY A Seminar for Preschool Teachers About Dialogic Reading Presented By: Darlene...
PRESCHOOL LITERACY
A Seminar for Preschool Teachers About Dialogic Reading
Presented By: Darlene Shank
Why is This Important?
The urgency of preschool literacy instruction
The opportunity of teaching preschoolers The solution to the problem
The Urgency Of Preschool Literacy
Instruction
In 1999, only 53 percent of children aged 3 to 5 were read to daily by a family member. Children in families with incomes below the poverty line
are less likely to be read aloud to everyday than are children in
families with incomes at or above the poverty line. - The National Center for
Education Statistics, NCES Fast Facts, Family Reading
Urgency
44 million adults in the U.S. can't read well enough to read a simple story to a child. - National Adult Literacy
Survey (1992) NCED, U.S. Department of Education
Urgency
Children who have not developed some basic literacy skills by the time they enter school are 3 - 4 times more likely to drop out in
later years. - National Adult Literacy Survey, (2002) NCES, U.S. Department of Education
InteractionsInteractionsHart & Risley compared the mean number of minutes of interaction per hour in the three groups.
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Welfare Working Professional
Cumulative Language Cumulative Language ExperiencesExperiences
Cumulative Words Per Hour
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Welfare Working Professional
Urgency
By the age of four, there is already a noticeable difference in children's
vocabulary, and it remains fairly fixed throughout a child's life.
Bortnem, 2008
Opportunity
The majority of the students who come from lower SES homes present larger
gaps in their reading abilities than other children.
Whitehurst et al., 1994
Opportunity
The most important period of life is not the age of university studies, but rather the first one, the period from birth to the age of six.
-Maria Montessori
Opportunity
The early childhood years-from birth through age eight-are the most important
period for literacy development.International Reading Association and the National
Association for the Education of Young Children, 1998
Opportunity
“Considerable literacy-related development occurs before children receive formal
reading instruction.”Dickinson and Smith,1994, p. 105
.
Reading Reading stimulates stimulates general general cognitive cognitive growth—growth—particularly particularly verbal skillsverbal skills
Solution
Quality preschool lays the foundation for future learning. Preschool teachers can
make impressive contributions in the lives of their students. Four-year olds
from lower SES homes made measurable gains one year after being
involved in interactive read-alouds.Dickinson and Smith, 1994
Solution
How can preschool teachers make those impressive gains in a child's vocabulary?
With a technique called dialogic reading.
Dialogic reading techniques guide the parent or teacher to engage in “dialogue” about the pictures and stories in books.
Let's Get Started
Prepare for read-alouds; don't just use them as time fillers.
Select appropriate books. Plan how to present the vocabulary
words.
Intentionality
Too often teachers use read-alouds as time fillers and don't give much thought to the content of the book. Plan times during the day to incorporate dialogic reading into your schedule. Ideally it
works best with small groups of about six children.
Appropriate Books
The books you choose should be “sophisticated” ones; that is they should
contain rich vocabulary, detailed pictures, and an interesting plot with good
characterization.
Learning to read is like learning to play the piano; one has to be
actively involved.Whitehurst, 1992
How we read to children is as important as how often we read to
them.
Dialogic Reading
One technique to guide children in a dialogic read-aloud is the acronym
PEER.
The teacher prompts the child with a question about the book or a picture in
the book.
P is for Prompt
E is for Evaluate
The teacher evaluates the response of the child.
E is for Expand
The adult rephrases the child's response and expands it with more information.
R is for Repeat
The teacher repeats the prompt to make sure the child understands the
expansion.
Types of Questions
The National Institute of Literacy (2008) provides the acronym
CROWD to help the adults know what type of questions to ask.
“CROWD” QuestionsCompletion questions: Encourage
children to complete a phrase or sentence from the story.
Recall questions: Check children's understanding of the story.
Open-ended questions: Ask children questions that require more than “yes” or “no”.
“Wh” questions: Who, what, when, where, why
Distancing questions: Encourage the children to relate the story to another story or to something in their own lives.
Three Different Readings
Day One: Enjoy the book for its meaning. The teacher should read expressively and use gestures and/or props to help with the
definition of unfamiliar words. Interject thoughts into the story to model good
reading skills. After reading use a “why” question to help the child infer information
from the story.
Three Different Readings
Day Two: One or two days later. Remind the children that they have already read this book and that they might remember some of the things about the book. Make sure you use the same vocabulary and verbally
define more words. Continue making comments and ask more questions. These may focus on the characters.
Ask a predicting question.
Three Different Readings
Day Three: A few days later. Prompt children to reconstruct information by asking for detail from the pictures. As
you show the picture, ask what will happen next. There is actually less
reading during this reading. The children are talking more and using the new vocabulary. Use the new words in
a context outside of the book.
Needs of Preschoolers
“Preschoolers need food, shelter, love; they also need the nourishment of books.”
Whitehurst, 1992
References
Bortnem, G. M. (2008). Teacher Use of Interactive Read Alouds Using Nonfiction in Early Childhood Classrooms. Journal
of College Teaching and Learning, 5(12), 29-43.
Dickinson, D. K., & Smith, M. W. (1994). Long term effects of preschool teachers' book readings on low income children's vocabulary and story comprehension. Reading Research Quarterly, 29(2), 104-122.
Iannucci, C. K. (2007, January 1). Reading rockets: Repeated interactive read alouds in preschool and kindergarten. Retrieved May 2, 2010, from http://www.readingrockets.org/article/16287
International Reading Assoc, & National Assoc For The Education Of Young Children (1998). Learning to read and write: Developmentally appropriate practices for young children. , , .
National Institute For Literacy (2008). Developing Early Literacy; Report of National Early Literacy Panel. A Scientific Synthesis of Early Literacy Development and Implications for Intervention, , 41-50.
Whitehurst, G. J. (1992). Dialogic reading: An effective way to read to preschoolers. Reading Rockets, , . Retrieved May 8, 2010, from http://www.readingrockets.org/article/400?theme=print
Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30(5), 679-689.
Acknowledgments
Slides 6, 7, and 13 were prepared by Dr. Joseph Torgensen from Florida State University and The Florida Center for
Reading Research