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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.identifier.uri http://hdl.handle.net/1993/1046
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.language en en_US
dc.language.iso en_US
dc.rights info:eu-repo/semantics/openAccess
dc.title Effects of read-alouds on kindergarten children en_US
dc.type info:eu-repo/semantics/masterThesis
dc.type master thesis en_US
dc.degree.discipline Educational Administration, Foundations and Psychology en_US
dc.degree.level Master of Education (M.Ed.) en_US


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