Reading a story book with various interventions: increasing the verbal participation of reluctant 3- to 5-year-old children
Kim, Hyeryung
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https://hdl.handle.net/2142/49824
Description
Title
Reading a story book with various interventions: increasing the verbal participation of reluctant 3- to 5-year-old children
Author(s)
Kim, Hyeryung
Issue Date
2014-05-30T17:19:31Z
Director of Research (if dissertation) or Advisor (if thesis)
Walsh, Daniel J.
Department of Study
Curriculum and Instruction
Discipline
Curriculum and Instruction
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
M.A.
Degree Level
Thesis
Keyword(s)
Early Childhood Education
reading a story book
interventions
participation
Abstract
This study analyzes the most effective methods for increasing verbal participation among three- to five-year-old children who are reluctant to participate during storybook reading lessons in a large group setting. The project employed various interventions, including different styles of questioning, the use of visual aids, and varying voices for storybook characters. Five three- to five-year-old children were selected for analysis from among 26 children of a university affiliated preschool classroom. Observations of children and teacher interactions as well as teacher interviews provide data and detailed descriptions of the effectiveness of the various interventions utilized. Specifically, the results of the study are used to explain how reluctant children react and engage according to the various methods of reading a storybook to three- to five-year-old preschool children in large group lessons. The results of this study contribute not only to understanding of reluctant preschool children, but will also provide recommendations and strategies for increasing participation, engagement, and ultimately education and development among these children.
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