Author(s)

Erica Knoll

Date Approved

2-10-2015

Document Type

Thesis

Degree Name

M.A. Reading Education

Department

Language, Literacy, and Special Education

College

College of Education

First Advisor

Madden, Marjorie

Subject(s)

Reading;Language arts (Preschool)

Disciplines

Pre-Elementary, Early Childhood, Kindergarten Teacher Education

Abstract

The purpose of this study was to observe what skills, social and academic, are positively affected when echo reading and tracking print were incorporated simultaneously into small groups read alouds with preschool children. A group of four preschool students participated, each of varying levels and abilities. The students took turns echo reading a line of print while pointing to the words at the same time. The techniques were used one day per week over the course of four weeks. Each week, a different book was used and paired with two extension activities. Data collection included anecdotal note record sheets, behavioral checklists, recordings of the read aloud sessions, and teacher observations. The findings of this study suggested that when using echo reading and tracking during read alouds, there was an increase in the students' social skills (engagement, focus, patience, turn taking abilities, and respect for peers). The findings further suggested that there were academic gains in the students' concepts about print. Ultimately, the study concluded that incorporating echo reading and tracking print into small group read alouds may enhance preschool students' social behaviors when working in a group, as well as increase their print awareness.

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