[R-0231] S2. Instructional Strategies

Citation: Thiel, L.V. (2011). Book Reading. University of Massachusetts: Boston. Module. Retrieved from http://media.umb.edu/eec7ed/ or enter “Lisa Thiel Book Reading Module” in your search window.

Abstract: This module provides information on the importance of storybook reading in building oral language, vocabulary and concept development. It describes how to create opportunities during shared reading to expose children to the sounds and print structure of written language; identifies key language and literacy opportunities embedded in shared reading; illustrates shared reading strategies to explicitly teach children new vocabulary, concepts, and understanding of text; addresses the selection of appropriate books for shared reading; and identifies key vocabulary, concepts, and questions to be explored before, during, and after shared reading.

Integration: The information presented in this article fits well with content presented in the early childhood courses Child Development; Child, Family, and Community; Curriculum Planning; Infants, Toddlers and Twos; and Language and Literacy Experiences.

Content Focus: Child Development; Child, Family, and Community; Conversation; CROWD Reading Strategy; Curriculum Planning; Emergent Literacy; Emergent Reading; Emergent Writing; Expressive Language; Infants, Toddlers and Twos; Interactions; Language and Literacy Experiences; Language Comprehension and Expression; Literacy; Observation, Assessment and Documentation; Oral Language; PEER Reading Strategy; Phonological Awareness; Reading; Reading Standards; Shared Reading; Shared Storybook; Social Involvement; Vocabulary

Notes: Slide 34 provides a list of activities to help students practice shared storybook reading. One suggested activity is to have students use PEER and CROWD strategies to develop questions for three readings of a book. Additional information on these strategies may be found in Module 6: Dialogic Reading Strategies of the CONNECT Modules.