Interactive Book Reading with Expository Science Texts in Preschool Special Education Classrooms

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  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      9
    • Sponsoring Agency:
      Institute of Education Sciences (ED)
    • Contract Number:
      R324A130205
    • Intended Audience:
      Teachers
    • Education Level:
      Preschool Education
    • Subject Terms:
      Teaching Methods; Preschool Education; Special Education; Reading Strategies; Group Activities; Reading Aloud to Others; Vocabulary Development; Content Area Reading; Books; Early Childhood Education; Group Discussion; Language Skills; Science Instruction
    • Accession Number:
      10.1177/0040059916685056
    • ISSN:
      0040-0599
    • Abstract:
      Expository, or informational, text can be defined as a type of nonfiction that describes a topic categorically by moving from subtopic to subtopic with the intent to teach content or convey information (Maloch & Bomer, 2013). One vehicle for teaching the text structure and language of expository text to preschool-age children is through interactive book reading. Although interactive book reading has traditionally used narrative texts to teach text structure (i.e., story grammar) and content, the activity of interactive book reading has a lot to offer teachers who want to expand understanding of text structure and build children's language and vocabulary in particular. Yet, simply exposing preschool children to expository text through read-alouds is likely not enough to build a foundation for the language of expository text for children, particularly given the language needs of those with language or learning disabilities (e.g., language impairment, autism spectrum disorder). Rather, it may be more beneficial to build this foundation through a strategic approach, such as explicit instruction focused on a text structure. This article describes an approach conducted in repeated whole- or small-group book readings that can be specialized for the needs of students with language-based disabilities. Three components that can be used as a guide when teaching life science using a sequence text structure are provided.
    • Abstract:
      ERIC
    • Number of References:
      43
    • Publication Date:
      2017
    • Accession Number:
      EJ1140398