The effects of specific Read-aloud strategies on the attainment of concepts about print in kindergarten children

Date

1988

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Abstract

Numerous research studies have described children's awareness of the conventions of print and their understanding of the metalanguage of reading at the earliest stages of instruction. Reading instruction should direct children's attention to print concepts. The present study investigated teaching early reading concepts during read-aloud episodes. Three research questions were addressed by the present study. Do kindergarten children understand the metalanguage of reading? Do kindergarten children understand beginning reading concepts about print? Is read-aloud an effective teaching strategy for teaching beginning reading concepts? The research hypothesis was: Kindergarten children receiving instruction through read-aloud activities in addition to receiving instruction through commercial curriculum will possess a better understanding of early reading concepts than kindergarten children receiving instruction limited to commercial curriculum. [...]

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Keywords

Reading (Kindergarten), Reading readiness, Oral reading

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