Paperback Edition
Paperback
346 pages
$29.95
Choose vendor to order paperback edition
BrownWalker Press
Amazon.com
Barnes & Noble
Harvard Book Store
Return policy
PDF eBook
Entire PDF eBook
37225k
$24
Get instant access to an entire eBook
Buy PDF Password
Download Complete PDF
eBook editions
Dialogic Oriented Shared Book Reading Practices for Immigrant Children in German Kindergartens
by Maria Teodora Ping
Paperback
eBook PDF
Publisher: | Dissertation |
Pub date: | 2012 |
Pages: | 346 |
ISBN-10: | 1612337864 |
ISBN-13: | 9781612337869 |
Categories: | Education Education Language Arts & Disciplines |
Abstract
This study aimed at getting an insight to the practices of dialogic oriented shared book reading, as one potential language promotion activity for children with migration backgrounds in German kindergartens. Shared book reading in Germany itself has been one common daily activity in kindergartens, yet it has unfortunately not been so much of a specific research focus to be explored. One of the notable studies to refer to when discussing shared book reading in the German context is the study conducted by Wieler (1997). On the other hand, there are a number of internationally recognized studies in the field of early childhood education which already indicated that book reading influenced the outcome measures in preschool children’s language growth, emergent literacy and reading achievement (cf. Bus et al, 1995; Hargrave and Sénéchal, 2000; De Temple & Snow, 2003). Therefore, the theoretical framework under which this study was conducted was built under the claims resulted in these previous studies.The participants of this case study were five native German speaking early childhood educators (Erzieherinnen) and five groups of kindergarten children ages 3- 6 years old who were acquiring German as a second language. The educators were given a specific picture book and generally instructed to perform “dialogic oriented book reading”. The reading sessions were videotaped with the consent of the kindergartens and the parents of the participating children. The obtained videotaped data were transcribed by native German speakers and then further analysed by using a qualitative content analysis method.
The analysis process in this study was conducted to find: 1) An overview of the observed shared book reading practices; 2) Forms of interactions during the observed shared book reading, and 3) Educator’s strategies and children’s behaviours during the interactions. The instruments for the data analysis were two sets of coding schemes (for categorising and analysing educator’s strategies and children’s behaviours) which were developed by adapting the coding scheme and evaluation framework previously developed by DeBruin-Parecki (1999), Reese et al (2003) and Dickinson et al (2003). The reliability of the developed coding schemes in this study was tested by using Cohen’s Kappa for measuring intercoder reliability. For educators’ strategies categories, the computed Cohen Kappa’s value was 0.773, which could be interpreted as reaching a “substantial agreement”. While, for children’s behaviours coding categories, the Cohen Kappa’s value was 0.793 that indicated as well a substantial agreement.
The results of the analysis indicated that the participating educators utilized considerably different reading styles even though receiving the same instructions. Their attempts of practicing the so-called “dialogic book reading” as prescribed by researchers such as Whitehurst (1992) revealed examples of different other reading styles. Some of the features and strategies of dialogic book reading, such as the PEER (Prompt- Expand- Evaluate- Recall) and CROWD (Completion Prompts- Recall Prompts- Open Ended Prompts- Wh Prompts- Distancing Prompts) appeared during the videotaped sessions. However, one most important point particular to dialogic book reading, i.e. the active role of the children to become the story teller, was missing in all observed cases. Furthermore, some educators performed more closely to what was defined as an “interactive book reading”, a reading situation in which an adult reads a book to a child or a small group of children and uses a variety of techniques to engage the children in the text (cf. Trivette & Dunst, 2007).
Paperback Edition
Paperback
346 pages
$29.95
Choose vendor to order paperback edition
BrownWalker Press
Amazon.com
Barnes & Noble
Harvard Book Store
Return policy
PDF eBook
Entire PDF eBook
37225k
$24
Get instant access to an entire eBook
Buy PDF Password
Download Complete PDF
eBook editions
Share this book
Relevant events
APR
23
AERA2025
AERA American Educational Research Association 2025
AERA is excited to host an annual meeting for 2025 that will be accessible, flexible, and rew...
23 - 27 Apr 2025
Denver, United States
DEC
13
ICMET 2024
2024 The 6th International Conference on Modern Educational Technology (ICMET 2024)
Publication:
Submissions to ICMET 2024 will be peer reviewed on the basis of technical quali...
13 - 15 Dec 2024
Tokyo, Japan
DEC
20
ICATE
9th International Conference on Advanced Research in Teaching and Education
Explore new discoveries and methods in the world of teaching and academia at ICATE 2024. At t...
20 - 22 Dec 2024
Berlin, Germany
JAN
10
ICMEI 2025
2025 13th International Conference on Management and Education Innovation (ICMEI 2025)
PUBLICATION:
Accepted papers will be published into International Journal of Innovation, Man...
10 - 12 Jan 2025
Fukuoka, Japan
JAN
27
LEAP HR: Higher Education 2025
Mark your calendars for the return of LEAP HR: Higher Education taking place from January 27-...
27 - 29 Jan 2025
Atlanta, United States
FEB
21
ICETL 2025
The 9th International Conference on Research in Education, Teaching and Learning (ICETL)
Thus far, ICTLE has hosted participants from a diverse range of countries from all over the w...
21 - 23 Feb 2025
Milan, Italy
FEB
26
TECONF
2nd International Conference on Teaching and Education
We are delighted to invite educators, researchers, and professionals to the 2nd International...
26 - 28 Feb 2025
London, United Kingdom
MAR
7
ICFTE
9th International Conference on Future of Teaching and Education
The 9th International Conference on Future of Teaching and Education is the premier forum for...
07 - 09 Mar 2025
Vienna, Austria
MAR
13
ICETT 2025
2025 11th International Conference on Education and Training Technologies (ICETT 2025)
Publication:
Submitted paper will be peer reviewed by conference committees, and accepted p...
13 - 15 Mar 2025
Macau, China