"Is that what we do?' Using a conversation-analytic approach to highlight the contribution of dialogic reading strategies to educator-child interactions during storybook reading in two early childhood settings
Caroline Cohrssen, Frank Niklas, Collette Tayler
Journal of Early Childhood Literacy | SAGE PUBLICATIONS LTD | Published : 2016
In Australia, much emphasis in early childhood education is placed on the importance of supporting young children’s literacy development, and book-reading occurs frequently during typical early-childhood education and care programmes. Reading a story to a child presents an opportunity for rich language-learning through reciprocal and extended conversations that link the story to the child’s world, introduce new vocabulary and encourage extended thinking and articulation of this thinking. Dialogic reading is a particular approach to book-reading that encourages the child to engage actively with the story. This paper presents data in the form of excerpts from transcripts of two book-reading se..View full abstract
This work was supported by a fellowship within the Postdoctoral Programme of the German Academic Exchange Services (DAAD).