Effects of read-alouds on kindergarten children
| dc.contributor.author | Yeung, Veronica Hoi-Yee | en_US |
| dc.date.accessioned | 2007-05-15T15:27:07Z | |
| dc.date.available | 2007-05-15T15:27:07Z | |
| dc.date.issued | 1997-05-01T00:00:00Z | en_US |
| dc.degree.discipline | Educational Administration, Foundations and Psychology | en_US |
| dc.degree.level | Master of Education (M.Ed.) | en_US |
| dc.description.abstract | The purpose of this qualitative study was to find out how kindergarten students respond to a teacher's story-reading (read-alouds). The focus of this research was to find out, from the children's perspectives, how meaningful read-alouds were. Four students from a suburban elementary school were nominated by the teacher to be participants in this research which was done over a period of six weeks. Data were collected through participant observation in the classroom, and through interactions with the participants, their parents and their teacher. Findings suggest that children want an active role in read-alouds. They desire more control in their response to literature as well as in other literacy activities. Children do not connect with books simply by being read to regularly, they need to see that books are meaningful before they can build an emotional bond with books. | en_US |
| dc.format.extent | 5094896 bytes | |
| dc.format.extent | 184 bytes | |
| dc.format.mimetype | application/pdf | |
| dc.format.mimetype | text/plain | |
| dc.identifier.uri | http://hdl.handle.net/1993/1046 | |
| dc.language.iso | eng | en_US |
| dc.rights | open access | en_US |
| dc.title | Effects of read-alouds on kindergarten children | en_US |
| dc.type | master thesis | en_US |