Abstract
In kindergarten classrooms (5 to 6 year olds) in the United States, interactive reading aloud has long been considered an important part of a comprehensive emergent literacy program. However, while individual components of interactive reading aloud (for example, teacher activity, student activity and text) have been studied, researchers have lacked a model to holistically assess this important practice. Thus, a model was created-Class Interactive Reading Aloud (CIRA)-to use as a lens for the study. Through non-participant observations and interviews covering a four-month period, this case study examined four experienced kindergarten teachers during four interactive read aloud sessions in the naturalistic setting of their classrooms. Strong patterns emerged across the practice of the teachers in each of the components of interactive read aloud sessions. All teachers exemplified the CIRA model to varying degrees. Teacher activity fell along a continuum from highly controlled sessions to sessions that appeared to have little apparent planning. All types of sessions yielded extremely engaged students. Key words: early childhood, literacy, reading aloud.
Highlights
The practice of reading aloud to young children in a school setting, prevalent since the beginning of formal early childhood education in the United States, has long been thought to be an important instructional strategy
In kindergarten classrooms (5 to 6 year olds) in the United States, interactive reading aloud has long been considered an important part of a comprehensive emergent literacy program
The Class Interactive Reading Aloud (CIRA) model was very helpful in gaining a better understanding of how teacher practice, student activity, and text work together during interactive reading aloud sessions
Summary
The practice of reading aloud to young children in a school setting, prevalent since the beginning of formal early childhood education in the United States, has long been thought to be an important instructional strategy. While individual components of interactive reading aloud (for example, teacher activity, student activity and text) have been studied, researchers have lacked a model to holistically assess this important practice. The study employs a model to understand this important teaching practice: Kindergarten Class Interactive Reading Aloud (CIRA: Figure 1).
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