Reading a story book with various interventions: increasing the verbal participation of reluctant 3- to 5-year-old children

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.

Name thesis:degree_name

M.A.

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Curriculum and Instruction

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2014

Author dc:creator

• Kim, Hyeryung

Contributors dc:contributor

• Walsh, Daniel J.

• Early Childhood Education
• reading a story book
• interventions
• participation

Statement dc:rights

• Copyright 2014 Hyeryung Kim

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/49824

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/49824