Increasing Teacher Mathematical Talk during Shared Book Reading in the Preschool Classroom: A Pilot Study

Autor/inn/en	Hojnoski, Robin; Polignano, Joy; Columba, Helen Lynn
Titel	Increasing Teacher Mathematical Talk during Shared Book Reading in the Preschool Classroom: A Pilot Study
Quelle	In: Early Education and Development, 27 (2016) 5, S.676-691 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2016.1102018
Schlagwörter	Preschool Education; Preschool Teachers; Preschool Children; Reading Aloud to Others; Childrens Literature; Interaction; Inclusion; Urban Schools; Mathematical Concepts; Mathematics; Interpersonal Communication; Story Reading; Audio Equipment; Coding; Comparative Analysis; Intervention + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; 'Children''s literature'; Kinderliteratur; Interaktion; Inklusion; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Mathematik; Interpersonale Kommunikation; Audio-CD; Codierung; Programmierung
Abstract	Research Findings: Shared book reading provides opportunities for adults to engage in literacy-related interactions with children in meaningful ways. Research has examined various dimensions of adult and child behavior during shared book-reading interactions with some focus on how book type affects the reading experience. Little research, however, has examined systematically the use of shared book reading in a mathematical context. Thus, the purpose of the study was twofold: (a) to examine the effect of book type on teacher use of mathematical talk during shared book reading in preschool classrooms and (b) to examine the effect of training teachers specifically to use mathematical talk during shared book reading. A multi-element design with 2 female preschool teachers who taught in inclusion classrooms in an urban school district was used. Results generally indicated that the use of mathematical storybooks resulted in increased teacher mathematical talk compared to the use of nonmathematical storybooks. Training and instructional supports resulted in an increase in mathematical talk over that achieved by mathematical storybooks alone. Practice or Policy: Because shared book reading is a common practice in preschool classrooms, strategically choosing books to address mathematical skills can increase attention to mathematics throughout daily routines and provide a means of increasing teacher mathematical talk. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01