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 contribution||A short term longitudinal study of classroom book reading in Greek kindergarten schools|
|Pages (from-to)||151 - 168|
|Number of pages||18|
|Journal||L1: Educational Studies in Language and Literature|
|Publication status||Published - Jan 2004|