Child Care and Early Education Research Connections

Skip to main content

Profiles of teacher & child talk during early childhood classroom shared book reading

Description:

Although shared book reading is an extensively studied activity with young children, limited research has focused on typical, holistic patterns of teacher–child interactions during this routine classroom activity. This study sought to describe profiles of teacher talk during shared book reading in 98 pre-kindergarten and kindergarten classrooms. We also considered how identified profiles predicted a subset of students’ (n = 300) end-of-year language and literacy performance. Video recordings of teacher–child interactions during reading of a narrative text were transcribed and analyzed for the timing, content, and form of utterances. Results of latent profile analysis revealed three distinct teacher profiles of talk during book reading that we termed: Moderate Comprehenders (MC, 68% of sample), Discuss & Reflect Comprehenders (DRC, 19%), and Preview & Discuss Comprehenders (PDC, 12%). These profiles differed most in the timing (e.g., before versus after reading for PDC and DRC, respectively) and content of talk (e.g., low- versus high-cognitive demand topics for MC vs. PDC/DRC). The less common DRC and PDC teacher profiles were associated with higher amounts of child talk and more elaborate child utterances within the reading session. However, no teacher profiles or features of teacher/child utterances during this one reading session predicted children's gains in language and literacy skills across the school year. Notably, the first profile in the present study differed from a past, seminal study of shared reading; however, the other two profiles were similar to earlier work on holistic styles of shared reading. (author abstract)

Resource Type:
Reports & Papers
Country:
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection.

Increasing teacher mathematical talk during shared book reading in the preschool classroom: A pilot study

Reports & Papers

Early childhood education: Shared book reading

Literature Review

Contingency in teacher-child emotional state talk during shared book reading in early childhood classrooms

Reports & Papers
Release: 'v1.55.0' | Built: 2024-02-23 07:59:10 EST