Date Approved

7-10-2015

Document Type

Thesis

Degree Name

M.A. Reading Education

Department

Language, Literacy, and Special Education

College

College of Education

First Advisor

Lee, Valarie

Subject(s)

Preschool children;Oral reading

Disciplines

Pre-Elementary, Early Childhood, Kindergarten Teacher Education

Abstract

The purpose of this study was to examine the effects of various presentations of read aloud and engagement in a preschool classroom in order to improve emergent literacy and listening comprehension. Engagement was looked at as well in respect to teacher expectations and what the research unveiled. The research took place over four weeks in a half day preschool inclusion program. The research looked at traditional story book reading, interactive shared reading, e-books, repeated readings and story props for retelling of familiar stories. Read aloud sessions were recorded over the four week period to look for patterns in student and teacher behavior that would encourage or hinder engagement during the various presentations of a story. Although reasons for engagement or disengagement were inconsistent and more individualized based on each child and their own needs, the need to use multiple forms of read aloud to engage all students was a consistent trend within the data analysis.

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