Show simple item record

dc.contributor.authorYeung, Veronica Hoi-Yeeen_US
dc.date.accessioned2007-05-15T15:27:07Z
dc.date.available2007-05-15T15:27:07Z
dc.date.issued1997-05-01T00:00:00Zen_US
dc.identifier.urihttp://hdl.handle.net/1993/1046
dc.description.abstractThe 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.extent5094896 bytes
dc.format.extent184 bytes
dc.format.mimetypeapplication/pdf
dc.format.mimetypetext/plain
dc.language.isoengen_US
dc.rightsopen accessen_US
dc.titleEffects of read-alouds on kindergarten childrenen_US
dc.typemaster thesisen_US
dc.degree.disciplineEducational Administration, Foundations and Psychologyen_US
dc.degree.levelMaster of Education (M.Ed.)en_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record