{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1286"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1286","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"Using echo reading and tracking simultaneously during small group read alouds with preschool children","abstract":"The purpose of this study was to observe what skills, social and academic, are positively affected when echo reading and tracking print were incorporated simultaneously into small groups read alouds with preschool children. A group of four preschool students participated, each of varying levels and abilities. The students took turns echo reading a line of print while pointing to the words at the same time. The techniques were used one day per week over the course of four weeks. Each week, a different book was used and paired with two extension activities. Data collection included anecdotal note record sheets, behavioral checklists, recordings of the read aloud sessions, and teacher observations. The findings of this study suggested that when using echo reading and tracking during read alouds, there was an increase in the students' social skills (engagement, focus, patience, turn taking abilities, and respect for peers). The findings further suggested that there were academic gains in the students' concepts about print. Ultimately, the study concluded that incorporating echo reading and tracking print into small group read alouds may enhance preschool students' social behaviors when working in a group, as well as increase their print awareness.","abstract_html":"The purpose of this study was to observe what skills, social and academic, are positively affected when echo reading and tracking print were incorporated simultaneously into small groups read alouds with preschool children. A group of four preschool students participated, each of varying levels and abilities. The students took turns echo reading a line of print while pointing to the words at the same time. The techniques were used one day per week over the course of four weeks. Each week, a different book was used and paired with two extension activities. Data collection included anecdotal note record sheets, behavioral checklists, recordings of the read aloud sessions, and teacher observations. The findings of this study suggested that when using echo reading and tracking during read alouds, there was an increase in the students' social skills (engagement, focus, patience, turn taking abilities, and respect for peers). The findings further suggested that there were academic gains in the students' concepts about print. Ultimately, the study concluded that incorporating echo reading and tracking print into small group read alouds may enhance preschool students' social behaviors when working in a group, as well as increase their print awareness.","abstract_has_math":false,"creators":["Knoll, Erica"],"institution":null,"degree_name":"M.A. Reading Education","degree_level":"Thesis","degree_discipline":"Language, Literacy, and Special Education","degree_department":null,"school":null,"contributors":["Madden, Marjorie"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-02-10T08:00:00Z","date_published":"2015-02-10T08:00:00Z","updated_at":"2026-07-24T04:13:03Z","subjects":["Reading; Language arts (Preschool)","Pre-Elementary, Early Childhood, Kindergarten Teacher Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/287","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Madden, Marjorie"]},{"key":"dc:creator","label":"Author","values":["Knoll, Erica"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-03T19:58:55Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Language, Literacy, and Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Reading Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Reading; Language arts (Preschool)","Pre-Elementary, Early Childhood, Kindergarten Teacher Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/287"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to observe what skills, social and academic, are positively affected when echo reading and tracking print were incorporated simultaneously into small groups read alouds with preschool children. A group of four preschool students participated, each of varying levels and abilities. The students took turns echo reading a line of print while pointing to the words at the same time. The techniques were used one day per week over the course of four weeks. Each week, a different book was used and paired with two extension activities. Data collection included anecdotal note record sheets, behavioral checklists, recordings of the read aloud sessions, and teacher observations. The findings of this study suggested that when using echo reading and tracking during read alouds, there was an increase in the students' social skills (engagement, focus, patience, turn taking abilities, and respect for peers). The findings further suggested that there were academic gains in the students' concepts about print. Ultimately, the study concluded that incorporating echo reading and tracking print into small group read alouds may enhance preschool students' social behaviors when working in a group, as well as increase their print awareness."]},{"key":"dc:title","label":"Title","values":["Using echo reading and tracking simultaneously during small group read alouds with preschool children"]}]}],"canonical_facts":{"dc:contributor":["Madden, Marjorie"],"dc:creator":["Knoll, Erica"],"dc:date.available":["2020-03-03T19:58:55Z"],"dc:description.abstract":["The purpose of this study was to observe what skills, social and academic, are positively affected when echo reading and tracking print were incorporated simultaneously into small groups read alouds with preschool children. A group of four preschool students participated, each of varying levels and abilities. The students took turns echo reading a line of print while pointing to the words at the same time. The techniques were used one day per week over the course of four weeks. Each week, a different book was used and paired with two extension activities. Data collection included anecdotal note record sheets, behavioral checklists, recordings of the read aloud sessions, and teacher observations. The findings of this study suggested that when using echo reading and tracking during read alouds, there was an increase in the students' social skills (engagement, focus, patience, turn taking abilities, and respect for peers). The findings further suggested that there were academic gains in the students' concepts about print. Ultimately, the study concluded that incorporating echo reading and tracking print into small group read alouds may enhance preschool students' social behaviors when working in a group, as well as increase their print awareness."],"dc:identifier":["https://rdw.rowan.edu/etd/287"],"dc:subject":["Reading; Language arts (Preschool)","Pre-Elementary, Early Childhood, Kindergarten Teacher Education"],"dc:title":["Using echo reading and tracking simultaneously during small group read alouds with preschool children"],"thesis:degree_discipline":["Language, Literacy, and Special Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. Reading Education"]},"updated_at":"2026-07-24T04:13:03Z"}