{"id":{"repo_id":"buffalo","oai_identifier":"oai:ubir.buffalo.edu:10477/86838"},"canonical_url":"https://search.dev.ndltd.org/etd/buffalo/oai:ubir.buffalo.edu:10477/86838","repository":{"repo_id":"buffalo","name":"Buffalo","base_url":"https://ubir.buffalo.edu/oai/request"},"display":{"title":"Dialogue Within the Context of a Read-Aloud Event: Literacy and Oracy Practices in One Pre-K Community","abstract":"Ph.D.","abstract_html":"Ph.D.","abstract_has_math":false,"creators":["Mykula, Valentyna"],"institution":"State University of New York at Buffalo","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Karalis Noel, Tiffany","Learning and Instruction"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-02-25T23:23:18Z","date_published":"2025-02-25T23:23:18Z","updated_at":"2026-07-27T19:05:37Z","subjects":["education","early childhood education","reading instruction"],"languages":["eng"],"rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10477/86838","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Karalis Noel, Tiffany","Learning and Instruction"]},{"key":"dc:creator","label":"Author","values":["Mykula, Valentyna"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-02-25T23:23:18Z","2020","2020-08-04 15:41:25"]},{"key":"dc:publisher","label":"Institution","values":["State University of New York at Buffalo"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["education","early childhood education","reading instruction"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10477/86838"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Ph.D.","This qualitative case study examined the speaking, listening, and reading practices associated with read-alouds (RALs) in a Pre-K classroom during eight weeks of the Fall 2016 semester. The observed Pre-K classroom was part of the Happy School, a play-based research center affiliated with a local university situated in a sub-urban section of a rust-belt city in the United States. The Pre-K teacher and 10 of her students were the focal participants of this study. In order to understand my case in its totality and paint a comprehensive picture, the data collection in this research involved the following qualitative data sources: 1) video recordings; 2) researcher-generated documents such as fieldnotes and analytic memos; 3) semi-structured formal and informal teacher interviews; 4) teacher-generated artifacts such as digital copies of the lesson plans; 5) pictures of the classroom environment; and 6) pictures of student-generated artifacts such as student writing, painting, art, and crafts. Sociocultural discourse analysis and descriptive statistics were employed to analyze the collected data (Mercer, 2004, 2008). This allowed for RAL data analysis at both macro and micro levels; that is, across and within the RALs. The findings suggest that a repertoire of RALs was utilized to form curriculum coherence, which was further supported by the teacher’s planfulness and responsiveness to the classroom dynamics. The findings also demonstrate the presence of dialogically orchestrated RAL talk that was used to maintain curriculum coherence and enhance students’ understandings of school content. This study fills a gap in scholarship pertaining to RALs and dialogic pedagogy by (1) articulating how a RAL event was planned and enacted in a Pre-K classroom over time and (2) highlighting the patterns of naturally occurring talk that were utilized to create curriculum coherence within and across the RAL sessions.","**To request an accessible version of the file(s) associated with this item, contact library@buffalo.edu. Please include the item's persistent URL [http://hdl.handle.net/. . .] in your request.**"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Dialogue Within the Context of a Read-Aloud Event: Literacy and Oracy Practices in One Pre-K Community"]}]}],"canonical_facts":{"dc:contributor":["Karalis Noel, Tiffany","Learning and Instruction"],"dc:creator":["Mykula, Valentyna"],"dc:date":["2025-02-25T23:23:18Z","2020","2020-08-04 15:41:25"],"dc:description":["Ph.D.","This qualitative case study examined the speaking, listening, and reading practices associated with read-alouds (RALs) in a Pre-K classroom during eight weeks of the Fall 2016 semester. The observed Pre-K classroom was part of the Happy School, a play-based research center affiliated with a local university situated in a sub-urban section of a rust-belt city in the United States. The Pre-K teacher and 10 of her students were the focal participants of this study. In order to understand my case in its totality and paint a comprehensive picture, the data collection in this research involved the following qualitative data sources: 1) video recordings; 2) researcher-generated documents such as fieldnotes and analytic memos; 3) semi-structured formal and informal teacher interviews; 4) teacher-generated artifacts such as digital copies of the lesson plans; 5) pictures of the classroom environment; and 6) pictures of student-generated artifacts such as student writing, painting, art, and crafts. Sociocultural discourse analysis and descriptive statistics were employed to analyze the collected data (Mercer, 2004, 2008). This allowed for RAL data analysis at both macro and micro levels; that is, across and within the RALs. The findings suggest that a repertoire of RALs was utilized to form curriculum coherence, which was further supported by the teacher’s planfulness and responsiveness to the classroom dynamics. The findings also demonstrate the presence of dialogically orchestrated RAL talk that was used to maintain curriculum coherence and enhance students’ understandings of school content. This study fills a gap in scholarship pertaining to RALs and dialogic pedagogy by (1) articulating how a RAL event was planned and enacted in a Pre-K classroom over time and (2) highlighting the patterns of naturally occurring talk that were utilized to create curriculum coherence within and across the RAL sessions.","**To request an accessible version of the file(s) associated with this item, contact library@buffalo.edu. Please include the item's persistent URL [http://hdl.handle.net/. . .] in your request.**"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/10477/86838"],"dc:language":["eng"],"dc:publisher":["State University of New York at Buffalo"],"dc:rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"dc:subject":["education","early childhood education","reading instruction"],"dc:title":["Dialogue Within the Context of a Read-Aloud Event: Literacy and Oracy Practices in One Pre-K Community"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T19:05:37Z"}