Abstract
AbstractTexts are an often ‐ignored element in studies of interactive read‐alouds in early childhood settings. In this article, Ithe author addresses this research gap by examining 60 preschool books for the vocabulary affordances they provide for young children. There were five types of books in the study: narrative, informational, interactive, alphabet, and counting. Surprisingly, in the study, I found that different types of preschool books have the same number of new words but offer children different types of words that are important for their vocabulary development. Throughout the article, the authorI provides readers with examples of these different types of words and offers suggestions for practitioners to maximize preschool children’s word learning by selecting a variety of books for interactive read‐alouds.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
