Extratextual talk in public library storytime programs
A focus on questions
Bibliographic Data
| ID | 12725191 |
|---|---|
| Authors | Maria Cahill (0000-0003-4140-3570, University of Kentucky, corresponding author), Erin Ingram (0000-0003-1741-6400, University of Kentucky) |
| Year | 2022 |
| Volume | 20 |
| Issue | 4 |
| Pages | 495-509 |
| Publication date | 2022-05-13 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Early Childhood Research (JOURNAL) |
| Journal identifiers | ISSN: 1476-718X • E-ISSN: 1741-2927 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1476718x221098662 |
| OpenAlex | W4280602602 |
| Language | EN |
| References cited | 52 |
Shared book reading in which children actively participate in the reading of a text via discussion or extratextual talk has been well-established as an activity to advance children’s literacy and language learning, and it is a characteristic practice of public library storytime programs. This study scrutinized the extratextual talk that occurred within the shared reading episodes of 15 public library storytime programs. Findings from this study confirm prior assertions that storytime programs hold the promise of advancing children’s early literacy development. With more than two-fifths of librarians’ extratextual utterances at an abstract level of understanding, storytimes serve as a favorable setting for advancing children’s inferencing skills and symbolic understanding. Results also point to areas that librarians might target for improvement including integration of questions requiring extended responses and attention to vocabulary
Family literacy · Focus (optics · Information literacy · Linguistics · Literacy · Mathematics education · Pedagogy · Point (geometry · Reading (process · Shared reading · Sociology · Vocabulary · Vocabulary development · Child Development and Digital Technology · Literacy, Media, and Education · Psychology · Reading and Literacy Development
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Impact of professional development on preschool teachers’ conversational responsivity and children's linguistic productivity and complexity
The effects of questions during shared-reading
Vocabulary Acquisition from Listening to Stories
Long-Term Effects of Preschool Teachers' Book Readings on Low-Income Children's Vocabulary and Story Comprehension
Quality of adult book reading affects children's emergent literacy
| Highly cited | No |
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