東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Intentional Planning in the Read Alo...

Carlile, Meghan.

Linked to FindBook

Google Book

Amazon

博客來

Intentional Planning in the Read Aloud: A Case for Questioning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Intentional Planning in the Read Aloud: A Case for Questioning./
Author:	Carlile, Meghan.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	95 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-02, Section: A.
Contained By:	Dissertations Abstracts International81-02A.
Subject:	Reading instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13885946
ISBN:	9781085606608

Intentional Planning in the Read Aloud: A Case for Questioning.
Carlile, Meghan.

Intentional Planning in the Read Aloud: A Case for Questioning. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 95 p.

Source: Dissertations Abstracts International, Volume: 81-02, Section: A.

Thesis (Ed.D.)--University of Kansas, 2019.

This item must not be sold to any third party vendors.

Reading aloud is an important instructional activity for helping young children learn early literacy skills and develop content knowledge. When teachers ask questions during a read aloud, they can help students notice and think more deeply about information in the book. Despite the benefits of read alouds, some teachers do not engage students in ways that support learning. The purpose of the study was to explore how two kindergarten teachers, each identified as a "model teacher" by their principal, based on a given criterion, prepare for read alouds and engage students in questioning during read alouds. Data collected included a survey about teachers' read aloud beliefs and practices, video recordings of four read alouds (i.e., two reading of a teacher chosen book, two readings of a researcher chosen book) and semi-structured interviews after the second read aloud. Results indicated that teachers plan differently for read alouds, and teachers' beliefs about read alouds and the role of questioning may have influenced the kinds and number of questions they asked.

ISBN: 9781085606608Subjects--Topical Terms:

2122756
Reading instruction.

Intentional Planning in the Read Aloud: A Case for Questioning.
LDR:02140nmm a2200325 4500 001 2264937
005 20200515113437.5
008 220629s2019 ||||||||||||||||| ||eng d
020 $a 9781085606608
035 $a (MiAaPQ)AAI13885946
035 $a AAI13885946
040 $a MiAaPQ $c MiAaPQ
100 1 $a Carlile, Meghan. $3 3542077
245 1 0 $a Intentional Planning in the Read Aloud: A Case for Questioning.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 95 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-02, Section: A.
500 $a Advisor: Bradley, Barbara.
502 $a Thesis (Ed.D.)--University of Kansas, 2019.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Reading aloud is an important instructional activity for helping young children learn early literacy skills and develop content knowledge. When teachers ask questions during a read aloud, they can help students notice and think more deeply about information in the book. Despite the benefits of read alouds, some teachers do not engage students in ways that support learning. The purpose of the study was to explore how two kindergarten teachers, each identified as a "model teacher" by their principal, based on a given criterion, prepare for read alouds and engage students in questioning during read alouds. Data collected included a survey about teachers' read aloud beliefs and practices, video recordings of four read alouds (i.e., two reading of a teacher chosen book, two readings of a researcher chosen book) and semi-structured interviews after the second read aloud. Results indicated that teachers plan differently for read alouds, and teachers' beliefs about read alouds and the role of questioning may have influenced the kinds and number of questions they asked.
590 $a School code: 0099.
650 4 $a Reading instruction. $3 2122756
650 4 $a Education. $3 516579
650 4 $a Early childhood education. $3 518817
690 $a 0535
690 $a 0515
690 $a 0518
710 2 $a University of Kansas. $b Curriculum and Teaching. $3 1020314
773 0 $t Dissertations Abstracts International $g 81-02A.
790 $a 0099
791 $a Ed.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13885946