Examining Reading Alouds in Preschool Education Classrooms in Turkey

Abstract

This study described and examined how reading alouds were carried out in 17 public preschool classrooms in Muğla, Turkey through detailed ethnographic field observations using the OMLIT-RAP that identifies and rates teacher behaviors when reading aloud to children. How often read-alouds performed during the week? How long were they? Did dialogues and follow-up activities occur? The results indicated that the quality of reading alouds in public preschool classrooms in Muğla -to be of low-to-moderate degree. Based on the findings of this study, other ways of improving reading alouds can be pinpointed, such as giving one or two vocabulary and accurate comprehension support for each word, having all children join in conversations with teachers during read alouds, expanding on children's comments about the book, placing the book in the context by mentioning the classroom theme or how the book fits into class activities and extending children's understanding by tapping into their own experiences to help them comprehend the story.

The Benefits of Reading Aloud for Children: A Review in EFL Context

“…During reading aloud, teachers can ask better questions such as who, where, when and discuss the possible answers. Such prompts will encourage the students to examine the text more carefully (Hahn, 2002 (Tarim, 2015). Because of this interaction, reading aloud is better than watching the movie and listening to the audio.…”

“…Again, the teacher's role is crucial here because she should interrupt students' improper pronunciation to prevent fossilizations (Adnyani et al, 2018;Kailani, 1998;Adnyani & Kusumawardani, 2020;Proença et al, 2017). As the teacher is ready with markings of new and challenging words to pronounce, the teacher can prompt the pronunciation of these words by posing questions that require the students to answer using these words (Tarim, 2015). Proença et al (2017) argue that reading aloud for older children should give a chance for the students to be the reader, through which they would practice their pronunciation and develop their other skills.…”

“…This process is important because this is where the students make connections among bits of information that they hear and between the new information with their repertoire prior knowledge, creating an understanding that becomes the basis of their comprehension (Draper, 1993;Hahn, 2002;Hemmati et al, 2015;Jacobs & Renandya, 2019;Kailani, 1998). According to Tarim (2015), Gurdon (2019), Johnston (2015), Lane & Wright (2007), Novianti &Abdurahman (2019), andTrelease (1989), the simple questions asked by the teacher during reading aloud activity cultivate the students' comprehension by guiding them through the process of connecting information from the story and the information from the students' life in general.…”

“…Many studies have argued the benefits of reading aloud for English students, especially young learners (Burkins & Croft, 2010;Mantei & Kervin, 2018;Pentimonti & Justice, 2010;Tainio & Slotte, 2017). Besides, experts have argued the importance of reading aloud as foundations for children's later language development (Hahn, 2002;Jacobs, 2016;Tarim, 2015). Regarding the many positive arguments for reading aloud in the EFL context, the present study perceives it essential to provide a comprehensive summary of its definition, characteristics, a systematic procedure of its implementation, and a comprehensive summary of its benefits.…”

Examining the use of picture books in preschool education institutions

“…These differences are revealed in the context of including motivating activities before reading the book (poems, finger games, chats, etc.) (Tarım, 2015), interacting with the children while reading (Ergül, Akoğlu, Sarıca, Tufan & Karaman, 2015;Şimşek, 2017Şimşek, & Tetik, 2015 and asking the children questions after reading (Işıkoğlu, Erdoğan & Akay, 2015;Işıkoğlu, Atan, Asar, Mumcular, Yüce, Kiraç & Kilimlioğlu, 2016). Reading/sharing of picture books by adults (teacherparents) and strategies used in this sharing are associated with the language and literacy of children (Zucker, Cabell, Justice, Pentimonti & Kaderavek, 2013) and their received and expressive language skills (Deniz, 2018;Gönen, 1989;Robertson & Reese, 2017;Şimşek, 2017).…”