Abstract
AbstractLearning about being a reader is more than teaching phonics. A pilot study of shared picture book reading in early childhood education as a means to support young children in developing a broader understanding of literacy, in addition to phonics and phonological awareness, is discussed. The Early Language and Literacy Classroom Observation (ELLCO) (Pre‐K) tool was administered in six early childhood contexts, revealing a range of strengths and weaknesses in classrooms observed. There was little evidence of picture book reading playing an integral part of the early childhood literacy programs. Shared reading activities were absent in some contexts. In others, books were selected on the basis of length or a phonics focus. In an era of phonics first, this article is a timely reminder that shared reading of quality children’s literature can support development of a range of reading strategies including phonics while developing a joy for reading.
Sign-in/Register to access full text options 
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 callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
