Abstract
Verify the effects of a training program held with pre-school teachers to carry out specific strategies in shared reading and generalize these strategies in other daily activities of oral language motivation. A total of 14 teachers from low socioeconomic level schools participated in the study. The teachers were randomly distributed in an experimental group and a control group. The experimental group attended training on how to use five strategies during shared reading in the classroom and discuss how to motivate their students towards oral language. To evaluate the effectiveness of training, two instruments were applied pre- and post-intervention. The Assessment Scale of Oral Language Teaching in School (EVALOE) was applied to analyze the teaching of oral language and the Checklist was used to characterize the behavioral changes of the teachers during shared reading. Overall, EVALOE data were higher at post-intervention analysis for 11 of the 13 participants. Checklist showed that 10 of the 13 teachers presented higher post-intervention total scores compared with their respective pre-intervention scores. The training program provided improvement in teacher behavior during shared reading activities and demonstrated to have a positive impact on the increase of interactions, previously identified in the literature as important for oral language motivation.
Highlights
The authors Farrant and Zubrick[1] point out that reading is an occasion for conversation between adults and children, both at school and at home, and has been positively related to the promotion of children’s repertoire
An important issue that has been discussed by the area is the existence of strategies which can be considered effective at the time of reading to promote children’s oral language
The purpose of EVALOE’s application was to evaluate how teachers facilitated the development of oral language
Summary
The authors Farrant and Zubrick[1] point out that reading is an occasion for conversation between adults and children, both at school and at home, and has been positively related to the promotion of children’s repertoire. This interaction provides broadening of vocabulary, expressive language and story comprehension, including with children in socioeconomically disadvantaged areas[1]. With regard to reader behavior, the Institute of Education Sciences[2] states that shared reading, in which an adult reads a book to a child or group of children using one or more structured interaction strategies to activate the child’s engagement in the text presents numerous gains for the development of children’s oral language. The characteristics that make it peculiar are: 1) the use of evocative response strategies, such as presenting questions initiated by why, when, who and where; 2) asking questions that lead the child to make connections between aspects of the story and his experience; 3) the provision of contingent feedback on children’s verbalizations (eg repetition of model responses, expansion of children’s responses); 4) gradual increase of the complexity of the questions, as the child’s repertoire expands[3,4]
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