A short term longitudinal study of classroom book reading in Greek kindergarten schools

E Moschovaki, SAC Meadows

Research output: Contribution to journalArticle (Academic Journal)peer-review

2 Citations (Scopus)

Abstract

This study examines differences in the quality of discussion in teachers' and children's cognitive engagement and young children's participation and attention during classroom book reading. Twenty kindergarten teachers read four books, two fiction and two information books, in their classes. The study revealed a significant decrease in discussion related to the management of interaction, and a significant increase in high cognitive demand discussion. No significant difference in children's attentive behavior emerged, while a significant increase appeared in children's spontaneous participation and high cognitive demand comments, particularly predictive ones. We found no differences in children's spontaneous high cognitive demand comments between groups with teachers focusing more on high cognitive demand discussion, and those who focused less on such discussion. Frequency of book reading was not correlated with the children's spontaneous high cognitive demand comments.
Translated title of the contributionA short term longitudinal study of classroom book reading in Greek kindergarten schools
Original languageEnglish
Pages (from-to)151 - 168
Number of pages18
JournalL1: Educational Studies in Language and Literature
Volume4 (2-3)
DOIs
Publication statusPublished - Jan 2004

Bibliographical note

Publisher: Springer

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