Dalarna University's logo and link to the university's website

du.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Preschool teachers’ perceptions about read-alouds as a means to support children’s early literacy and language development
Dalarna University, School of Teacher Education, Educational Work.ORCID iD: 0000-0002-2130-4797
Stockholms universitet, Institutionen för språkdidaktik.
2021 (English)In: Journal of Early Childhood Literacy, ISSN 1468-7984, E-ISSN 1741-2919, no 3, p. 413-435Article in journal (Refereed) Published
Abstract [en]

This study examined active Swedish preschool teachers’ thoughts and perceptions in terms of read-alouds as a tool to support children’s language and literacy development. The research question was “How and for what purpose do preschool teachers say that they organize read-alouds in preschool?” Three focus group interviews were conducted with five preschool teachers from different preschools in each group. The findings reflect traditions that influence preschool education, and the general picture is that teachers’ personal and practical knowledge informs their daily teaching. The informants try to organize read-alouds but do not always succeed as a result of logistical and practical challenges. Teachers describe external factors, such as large groups and the requirement to teach math and science, as obstacles in the planning and implementing of read-alouds. Teachers that have received in-service training and professional development say that they have daily read-alouds, followed by text talk.  The need for professional development is discussed.

Place, publisher, year, edition, pages
2021. no 3, p. 413-435
Keywords [en]
early childhood literacy, language and literacy instruction, focus group interviews, read-alouds, shared reading, literacy development, teachers’ perceptions
National Category
Pedagogical Work
Research subject
Education and Learning, Läs- och skrivutvecklande praktiker i förskolan
Identifiers
URN: urn:nbn:se:du-29859DOI: 10.1177/1468798419852136Scopus ID: 2-s2.0-85067786667OAI: oai:DiVA.org:du-29859DiVA, id: diva2:1302852
Available from: 2019-04-06 Created: 2019-04-06 Last updated: 2023-04-14Bibliographically approved

Open Access in DiVA

fulltext(248 kB)3610 downloads
File information
File name FULLTEXT01.pdfFile size 248 kBChecksum SHA-512
8dd173878ed80183c7a71441c13cac58b7f93e207660fd11decf8df165e1971676f6e8a366209b3c9ab4a6340accd777516284de7b27031a47e9c0c160138d7d
Type fulltextMimetype application/pdf

Other links

Publisher's full textScopus

Authority records

Alatalo, Tarja

Search in DiVA

By author/editor
Alatalo, Tarja
By organisation
Educational Work
In the same journal
Journal of Early Childhood Literacy
Pedagogical Work

Search outside of DiVA

GoogleGoogle Scholar
Total: 3612 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 6611 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf