Book selection behaviors of emergent readers

IF 1.3 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Literacy Pub Date : 2023-11-11 DOI:10.1177/14687984231213474

Amber M Rountree

引用次数: 0

Abstract

Using an observational comparative case study, this study explored emergent readers’ book selection behaviors within their classrooms. Emergent literacy skills are the forefront of literacy development (Clay, 1982; Ferriero & Teborsky, 1982; Teale, 1986; McNaughton, 1993; Chall, 1996; Neuman, 2000), yet reading motivation and engagement has largely focused on older students (Wigfield & Guthrie, 1997; Gambrell et al. 2011; Marinak, 2013), and emergent readers’ motivation and book choice research has relied upon surveys (Saracho, 1986; Sperling, et al., 2013). This study of two pre-kindergarten and two kindergarten classrooms, along with their classroom teachers, utilized observations to examine emergent reader motivation and choice (Bronfenbrenner, 1979, 2005; Bronfenbrenner & Morris, 2006; Clay, 1982, 1991, 2001; Rosenblatt, 1978, 1995). The observational data were analyzed for vertical and horizontal case analysis and findings suggest that emergent and early readers’ text selection behaviors rely on cover illustrations and familiarity with the text.

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突发性读者的选书行为

本研究采用观察性比较个案研究，探讨突发性读者在课堂上的选书行为。涌现的读写能力是读写能力发展的前沿(Clay, 1982;Ferriero,Teborsky, 1982;Teale, 1986;麦克诺顿,1993;Chall, 1996;Neuman, 2000)，然而阅读动机和参与主要集中在年龄较大的学生身上(Wigfield &格思里,1997;Gambrell et al. 2011;Marinak, 2013)，紧急读者的动机和图书选择研究依赖于调查(Saracho, 1986;斯珀林等人，2013)。本研究以两个学前班和两个幼儿园教室及其课堂教师为研究对象，采用观察法考察突发读者动机和选择(Bronfenbrenner, 1979,2005;Bronfenbrenner,莫里斯,2006;Clay, 1982年，1991年，2001年;Rosenblatt, 1978, 1995)。对观察数据进行纵向和横向案例分析，发现突发性和早期读者的文本选择行为依赖于封面插图和对文本的熟悉程度。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Early Childhood Literacy EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.00

自引率

12.50%

发文量

期刊介绍： Journal of Early Childhood Literacy is a fully peer-reviewed international journal. Since its foundation in 2001 JECL has rapidly become a distinctive, leading voice in research in early childhood literacy, with a multinational range of contributors and readership. The main emphasis in the journal is on papers researching issues related to the nature, function and use of literacy in early childhood. This includes the history, development, use, learning and teaching of literacy, as well as policy and strategy. Research papers may address theoretical, methodological, strategic or applied aspects of early childhood literacy and could be reviews of research issues. JECL is both a forum for debate about the topic of early childhood literacy and a resource for those working in the field. Literacy is broadly defined; JECL focuses on the 0-8 age range. Our prime interest in empirical work is those studies that are situated in authentic or naturalistic settings; this differentiates the journal from others in the area. JECL, therefore, tends to favour qualitative work but is also open to research employing quantitative methods. The journal is multi-disciplinary. We welcome submissions from diverse disciplinary backgrounds including: education, cultural psychology, literacy studies, sociology, anthropology, historical and cultural studies, applied linguistics and semiotics.