Interactive read-alouds: a qualitative study of kindergarten students' analytic dialogue | IUP Islandora

Interactive read-alouds: a qualitative study of kindergarten students' analytic dialogue. (2015). Interactive read-alouds: a qualitative study of kindergarten students' analytic dialogue.

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Title	Interactive read-alouds: a qualitative study of kindergarten students' analytic dialogue
Abstract	Interactive storybook reading is a component of literacy instruction that offers children the opportunity to talk about the story before, during, and after the reading (Justice et al., 2005; McGee & Schickendanz, 2007; Sipe, 2000). The focus is on students understanding the story and vocabulary throughout the analytic talk. Research demonstrates that high quality conversations with teachers and peers can enhance vocabulary development (Gest, Holland-Coviello, Welsh, Eicher-Catt, & Gill, 2006; Wasik, 2010). Therefore, it is important for teachers to improve the quality of and provide opportunities for children to engage in talk before, during, and after sharing books. This study explored students' use of vocabulary words throughout their analytic talk following explicit instruction with the words during an interactive read-aloud. Eight kindergarten students enrolled in one class participated in this study. Students' discussions captured during the peer talk were analyzed using NVivo 10 (QSR, 2012) software. The findings of the analysis suggest the importance of the implementation of daily read-alouds, with opportunities for high quality talk, in the classrooms of young learners. The analyses revealed that children were able to use the sophisticated words in peer conversations following intentional teaching of new vocabulary. Consistent with previous studies, this research demonstrates that explicitly teaching words and providing opportunities to talk about the words, is a powerful way to enhance student vocabulary and future academic achievement (Blachowicz & Fisher, 2010; Fisher & Frey, 2014; McClelland, Acock, & Morrison, 2006).
Date	2015

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Title: Interactive read-alouds: a qualitative study of kindergarten students' analytic dialogue
Personal Name(s): Myers, Jacqueline M.
Renck-Jalongo, Mary
Corporate Name(s): Indiana University of Pennsylvania
Educational and School Psychology.
Note: Publisher info.: Dissertation/Thesis.
Advisors: Renck-Jalongo, Mary Committee members: Beatrice Fennimore; Kelli Paquette.
Topical Subject(s): Education
Literacy
Reading instruction