Abstract
The purpose of this descriptive study is to characterize the natural context of routine storybook reading in an inclusive early learning environment by looking at educator variables and child language status. Early childhood researchers and scholars have well documented the importance of oral language development in young children for future reading and academic success. Evidence-based research literature advocates engaging young children in high quality interactive reading experiences, such as Dialogic Reading (Whitehurst, 2005), as effective means to facilitate young children's oral language development and emergent literacy acquisition. By understanding the features of natural story-time routines, researchers, speech-language pathologists, and early childhood administrators can better isolate the variables and develop models of educating early childhood practitioners in high quality professional learning programs for learning Dialogic Reading strategies. Data are presented for four early childhood educators in an inclusive early learning center and thirty-four young children, ranging in age from three- to five-years, populated naturally across their classrooms. Data were collected through demographic questionnaires, video-recorded observations of routine story-time activities, the Concerns-Based Adoption Model (CBAM) Stages of Concern Questionnaire (S0CQ) (Hall & Hord, 2019), and language assessment measures. Study results provide a unique description of the participating educators' storybook reading behaviors and their attitudes towards adopting Dialogic Reading as a new instructional practice, along with the quantified oral language needs of the children in their preschool classes. Results from this descriptive study provide an important contribution to researchers and practitioners to inform development of individualized high-quality professional learning programs related to Dialogic Reading (Whitehurst, 2005) as an instructional interactive storybook reading practice.
Notes
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Graduation Date
2020
Semester
Summer
Advisor
Towson, Jacqueline
Degree
Doctor of Philosophy (Ph.D.)
College
College of Community Innovation and Education
Department
School of Teacher Education
Degree Program
Education; Communication Sciences and Disorders
Format
application/pdf
Identifier
CFE0008170; DP0023513
URL
https://purls.library.ucf.edu/go/DP0023513
Language
English
Release Date
August 2021
Length of Campus-only Access
1 year
Access Status
Doctoral Dissertation (Open Access)
STARS Citation
Gorlin, Ruth, "Educators' Storybook Reading Practices, Attitudes Toward Adopting Dialogic Reading, and Child Language Status in an Inclusive Early Learning Environment" (2020). Electronic Theses and Dissertations, 2020-. 221.
https://stars.library.ucf.edu/etd2020/221