Reading a story book with various interventions: increasing the verbal participation of reluctant 3- to 5-year-old children
type: CreativeWork
description: This study analyzes the most effective methods for increasing verbal participation among three- to five-year-old children who are reluctant to participate during storybook reading lessons in a large group setting. The project employed various interventions, including different styles of questioning, the use of visual aids, and varying voices for storybook characters. Five three- to five-year-old children were selected for analysis from among 26 children of a university affiliated preschool classroom. Observations of children and teacher interactions as well as teacher interviews provide data and detailed descriptions of the effectiveness of the various interventions utilized. Specifically, the results of the study are used to explain how reluctant children react and engage according to the various methods of reading a storybook to three- to five-year-old preschool children in large group lessons. The results of this study contribute not only to understanding of reluctant preschool children, but will also provide recommendations and strategies for increasing participation, engagement, and ultimately education and development among these children.
abstract: This study analyzes the most effective methods for increasing verbal participation among three- to five-year-old children who are reluctant to participate during storybook reading lessons in a large group setting. The project employed various interventions, including different styles of questioning, the use of visual aids, and varying voices for storybook characters. Five three- to five-year-old children were selected for analysis from among 26 children of a university affiliated preschool classroom. Observations of children and teacher interactions as well as teacher interviews provide data and detailed descriptions of the effectiveness of the various interventions utilized. Specifically, the results of the study are used to explain how reluctant children react and engage according to the various methods of reading a storybook to three- to five-year-old preschool children in large group lessons. The results of this study contribute not only to understanding of reluctant preschool children, but will also provide recommendations and strategies for increasing participation, engagement, and ultimately education and development among these children.
author: Kim, Hyeryung
language: en
keywords: Early Childhood Education, reading a story book, interventions, participation
date published: 2014-05-30T17:19:31Z
date modified: 2026-07-22T22:25:40Z
provider: University of Illinois - Urbana-Champaign
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Illinois at Urbana-Champaign

PropertyValue
property ID: Handle
value: http://hdl.handle.net/2142/49824