Book reading in preschool classrooms: Is recommended practice common?

By David K. Dickinson. 2001

108 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c1777cdad5392779aeb9253b84e4a4dd527170e0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

The Development of Children's Oral Narratives Across Contexts (2010, background): “…to analyze the sequence of events, and to make connections between the storyline and their personal experiences had more advanced language and literacy skills both at the end of kindergarten (Dickinson, 2001a; Dickinson & Smith, 1994) and at the end of the fourth grade (Dickinson & Porche, 2005).”
The Effects of a Language and Literacy Intervention on Head Start Children and Teachers (2006, background): “This is based on the findings of Whitehurst et al. (1988) and Dickinson (2001), who determined that these questioning strategies were most effective in encouraging children to talk and in developing language skills.”
Repeated Interactive Read‐Alouds in Preschool and Kindergarten (2007, background): “Research has demonstrated that the most effective read-alouds are those in which children are actively involved asking and answering questions and making predictions rather than passively listening (Dickinson, 2001).”
Promoting Emergent Literacy and Social–Emotional Learning Through Dialogic Reading (2006, background): “Numerous studies (CrainThoreson & Dale, 1992; DeTemple, 2001; Dickinson, 2001a, 2001b; Dickinson & Smith, 1994; Wasik & Bond, 2001) have shown that a critical factor in shared book reading is the discourse, or verbal interaction, between adults and children.”
The Effects of an Intensive Shared Book-Reading Intervention for Preschool Children at Risk for Vocabulary Delay (2011, background): “Despite the high value that teachers place on books, classroom observations of conventional book-reading sessions indicate that only 11% to 28% of teachers strategically read books aloud to build vocabulary knowledge (Brabham & LynchBrown, 2002; Dickinson, 2001).”
A Framework for Examining Book Reading in Early Childhood Classrooms. CIERA Report. (2002, methodology): “A correlational study of teacherchild interaction during book reading with four-year-old low-income children found measurable effects on children’s language learning a year later (Dickinson, 2001a; Dickinson & Smith, 1994).”
Shared Book Reading and Head Start Preschoolers' Vocabulary Learning: The Role of Book-Related Discussion and Curricular Connections (2012, result): “Many others appear to make few connections; these findings are consistent with previous work indicating that some preschool classrooms may provide less than optimal language and literacy instruction, particularly in areas with low-income populations (Dickinson, 2001).”
Educators' Use of Cognitively Challenging Questions in Economically Disadvantaged Preschool Classroom Contexts (2008, background): “…that engaging children in cognitively challenging conversations that include decontextualized language and address concepts of an abstract nature is particularly beneficial to children’s language development (Dickinson, 2001a, 2001b; Dickinson & Smith, 1994; van Kleeck et al., 1997, 2006).”
Bringing it all Together: The Multiple Origins, Skills, and Environmental Supports of Early Literacy (2001, background): “…2001; Dickinson, 2001c), by teachers engaging children in intellec-tually challenging conversations (Dickinson, 2001a, 2001b, 2001c), by teachers’ conversations during book reading (Dickinson & Smith, 1994; Dickinson, 2001a), and by teachers providing a rich curriculum (Dickinson, 2001b, 2001c).”