Teachers' interactions during storybook reading: A rural African perspective

Early Education and Development

Volumn 21, Issue 3, 2010, Pages 392-411

  Higham, Sonja ^a   Tönsing, Kerstin Monika ^a   Alant, Erna ^a  

^a UNIVERSITY OF PRETORIA   (South Africa)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77953388417     PISSN: 10409289     EISSN: None     Source Type: Journal    
DOI: 10.1080/10409281003668052     Document Type: Article

References (39)

1. Allor, J. H., & McCathren, R. B. (2003). Developing emergent literacy skills through storybook reading. Intervention in School and Clinic, 39(2), 72-79.
2. Bikitsha, N., & Masuku, S. (2005). Usikhukhukazi Obomvu [The red hen]. Johannesburg, South Africa: READ Educational Trust.
3. Blank, M., Rose, S. A., & Berlin, L. J. (1978). The language of learning: The preschool years. New York: Grune & Stratton.
4. Carnie, T. (2006, September 7). KZN's shocking HIV rates. The Mercury. Retrieved November 23, 2008 from http://www.themercury.co.za/index.php?fArticleId=3428253
5. Cotton, K. (1991). Teaching thinking skills. North West Regional Educational Laboratory-School Improvement Research Series, 11, 1-19.
6. Crain-Thoreson, C., & Dale, P. S. (1999). Enhancing linguistic performance: Parents and teachers as book reading partners for children with language delays. Topics in Early Childhood Special Education, 19(1), 1-17.
7. Curenton, S. M., Craig, M. J., & Flanigan, N. (2008). Use of decontextualized talk across story contexts: How oral storytelling and emergent reading can scaffold children's development. Early Education and Development, 19(1), 161-187.
8. Dickinson, D. K., & Smith, M. W. (1994). Long term effects of preschool teachers' book readings on low-income children's vocabulary and story comprehension. International Reading Association, 29(2), 104-122.
9. Elley, W. B. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24, 174-187.
10. Fisher, R. (2007). Dialogic teaching: Developing thinking and metacognition through philosophical discussion. Early Child Development and Care, 177, 615-631.
11. Geiger, M., & Alant, E. (2005). Child-rearing practices and children's communicative interactions in a village in Botswana. Early Years, 25(4), 183-191.
12. Gough, D. (1991). Thinking about thinking. Research Roundup, 7(2), 1-4.
13. Hawken, L. S., Johnson, S. S., & McDonnell, A. P. (2005). Emerging literacy views and practices: Results of a national survey of Head Start preschool teachers. Topics in Early Childhood Special Education, 25(4), 232-242.
14. Heath, S. B. (1989). Oral and literate traditions among Black Americans living in poverty. American Psychologist, 44, 367-373.
15. Jarema, S. (2007). Encouraging thinking skills in young children. Retrieved August 16, 2007 from http:www.googolpower.com/content/articles/encouraging-thinking-skills-in-young-children
16. Jiménez, T. G., Filippini, A. L., & Gerber, M. M. (2006). Shared reading within Latino families: An analysis of reading interactions and language use. Bilingual Research Journal, 30, 431-451.
17. Klenz, S. (1987). Critical and creative thinking. Retrieved August 16, 2007 from http://www.education.gov.sk.ca/adx/aspx/adxGetMedia.aspx?DocID=3890,88,Documents&MediaID=11306&Filename=Understanding+the+Common+Essential+Learnings+-+A+Handbook+for+Teachers.pdf
18. Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory and Practice, 41(4), 212-218.
19. Liddell, C., Lycett, J., & Rae, G. (1997). Getting through Grade 2: Predicting children's early school achievement in rural South African schools. International Journal of Behavioral Development, 21, 331-348.
20. Light, J., Binger, C., & Smith, A. K. (1994). Story reading interactions between preschoolers who use AAC and their mothers. Augmentative and Alternative Communication, 10, 255-267.
21. Lim, Y. S., & Cole, K. N. (2002). Facilitating first language development in young Korean children through parent training in picture book interactions. Bilingual Research Journal, 26, 213-227.
22. Lonigan, C. J., & Whitehurst, G. J. (1998). Relative efficacy of parent and teacher involvement in a shared reading intervention for preschool children from low-income backgrounds. Early Childhood Research Quarterly, 13, 263-290.
23. Macfarlane, D. (2005, April 15). False claims on adult literacy. Mail and Guardian Online. Retrieved November 23, 2008 from http://www.mg.co.za/article/2005-04-15-false-claims-on-adult-literacy
24. Masney, D. (1996). Literacy development in young children. Child and Family, Canada. Retrieved March 28, 2007 from http://www.cfc-efc.ca/docs/cccf/00000049.html
25. McMillan, J. H., & Schumacher, S. (2001). Research in education: A conceptual introduction (5th ed.). New York: Longman.
26. Moschovaki, E., & Meadows, S. (2005a). Young children's cognitive engagement during classroom book reading: Differences according to various types of books. Early Childhood Research and Practice, 7(1). Retrieved March 28, 2007 from http://ecrp.uiuc.edu/v7n1/moschovaki.html
27. Moschovaki, E., & Meadows, S. (2005b). Young children's cognitive engagement during classroom book reading: Differences according to book, text genre and story format. Early Childhood Research and Practice, 7(2). Retrieved March 28, 2007 from http://ecrp.uiuc.edu/v7n2/moschovaki.html
28. Otaiba, S. A. (2004). Weaving moral elements and research-based practices in inclusive classrooms using shared book reading techniques. Early Child Development and Care, 174, 575-589.
29. Prinsloo, M., & Stein, P. (2004). What's inside the box? Children's early encounters with literacy in South African classrooms. Perspectives in Education, 22(2), 67-84.
30. Purcell-Gates, V. (1996). Stories, coupons and the TV Guide: Relationships between home literacy experiences and emergent literacy knowledge. Reading Research Quarterly, 31, 406-428.
31. Reese, E., & Cox, A. (1999). Quality of adult book reading affects children's emergent literacy. Developmental Psychology, 35(1), 20-28.
32. Sawadogo, G. (1995). Training for the African mind. International Journal of Intercultural Relations, 19(2), 281-293.
33. Senechal, M., Thomas, E., & Monker, J. A. (1995). Individual differences in 4-year-old children's vocabulary during storybook reading. Journal of Educational Psychology, 87, 218-229.
34. South African Department of Education. (2002). Revised National Curriculum Statement Grades R-9. Retrieved April 19, 2009 from http://wced.wcape.gov.za/ncs/grade1/gr1_lang.html
35. South African Department of Education. (2005). National Curriculum Statement (Grade 10 to 12). Subject assessment guidelines. Pretoria, South Africa: Author.
36. Strickland, D. S., Morrow, M., Feitelson, D., & Iraqi, J. (1990). Storybook reading: A bridge to literacy language. The Reading Teacher, 44(3), 264-265.
37. UNESCO Institute for Statistics. (2006). Teachers and educational quality: Monitoring global needs for 2015. Montreal, Canada: Author.
38. Van Kleeck, A., Gillam, R. B., Hamilton, L., McGrath, C. (1997). The relationship between middle-class parents' book sharing discussion and their preschoolers' abstract language development. Journal of Speech, Language and Hearing Research, 40, 1261-1271.
39. Whitehurst, G. J., Epstein, J. N., Angell, A. L., Payne, A. C., Crone, D. A., & Fischel, J. E. (1994). Out-comes of an emergent literacy intervention in Head Start. Journal of Educational Psychology, 86, 542-555.