 Examining Reading Alouds in Preschool Education Classrooms in TurkeySeyda Deniz Tar?m International Journal of Social Science Studies, 2015, vol. 3, issue 6, 79-86 Abstract: This study described and examined how reading alouds were carried out in 17 public preschool classrooms in Muola, Turkey through detailed ethnographic field observations using the OMLIT-RAP that identifies and rates teacher behaviors when reading aloud to children. How often read-alouds performed during the week? How long were they? Did dialogues and follow-up activities occur? The results indicated that the quality of reading alouds in public preschool classrooms in Muola ¨C to be of low-to-moderate degree. Based on the findings of this study, other ways of improving reading alouds can be pinpointed, such as giving one or two vocabulary and accurate comprehension support for each word, having all children join in conversations with teachers during read alouds, expanding on children¡¯s comments about the book, placing the book in the context by mentioning the classroom theme or how the book fits into class activities and extending children¡¯s understanding by tapping into their own experiences to help them comprehend the story. Keywords: Emergent literacy; reading; books; preschool children; Turkey (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:rfa:journl:v:3:y:2015:i:5:p:79-86 Access Statistics for this article More articles in International Journal of Social Science Studies from Redfame publishing Contact information at EDIRC. |
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