Improving student engagement in preschool classrooms with developmentally appropriate read aloud opportunities

The purpose of this study was to examine the effects of various presentations of read aloud and engagement in a preschool classroom in order to improve emergent literacy and listening comprehension. Engagement was looked at as well in respect to teacher expectations and what the research unveiled. The research took place over four weeks in a half day preschool inclusion program. The research looked at traditional story book reading, interactive shared reading, e-books, repeated readings and story props for retelling of familiar stories. Read aloud sessions were recorded over the four week period to look for patterns in student and teacher behavior that would encourage or hinder engagement during the various presentations of a story. Although reasons for engagement or disengagement were inconsistent and more individualized based on each child and their own needs, the need to use multiple forms of read aloud to engage all students was a consistent trend within the data analysis.

Name thesis:degree_name

M.A. Reading Education

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Language, Literacy, and Special Education

Year dc:date.available

2015

Author dc:creator

• Russomanno, Kimberly

Contributors dc:contributor

• Lee, Valarie

• Preschool children; Oral reading
• Pre-Elementary, Early Childhood, Kindergarten Teacher Education

Repository record dc:identifier

https://rdw.rowan.edu/etd/468

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-1467