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Shared Book-Reading Research and Content Learning

THE PURPOSE OF THIS CHAPTER

The purpose of this chapter is to establish the importance of interactive shared book reading as a tool for developing preschool children’s oral language and comprehension abilities. We will summarize what we know about the most effective book-reading practices from the last 25 years of research and the purpose of shared book reading within the context of language development and content learning.

KEY IDEAS | The key ideas discussed in this chapter are as follows:

Gaps in children’s language and world knowledge begin early and are evident in preschool.
Teachers can read and talk about books with children in ways that boost children’s oral language abilities and conceptual knowledge.
Shared book reading is more effective when an adult listens to oral responses in book conversations and, in response to children’s understanding, extends children’s language and learning through a discussion with feedback and confirmation.
Building networks of knowledge and connected vocabulary concepts establishes a foundation for future academic learning and text comprehension.

Shared book reading is a process of talking about books that occurs between an adult and a child or children when reading or looking at books (What Works Clearinghouse [WWC], 2006).

Instructional Science Vignette: What Can Water Do?

Discussion Before Reading Amazing Water

Ms. Thomas: This week, we’re going to read books that teach us about nature. Nature consists of things that are not made by people, such as water, air, and sunlight. Look at this picture about nature. Let’s name and talk about the parts of nature that you see in these pictures. [Children identify and talk about the sun, icicles, snow-covered trees, and swirling water.]

In our new book, we’ll listen for three new words. These new words will help us learn about water and what water can do. Let’s practice them before reading the book.

TEACHING STRATEGY: Use a visual to depict a vocabulary concept.
[She holds an 8 ½ × 11 picture/concept card of a glass filled with water.]
Ms. Thomas: Look at this picture. Our first new word is liquid. A liquid is something such as water or juice. In this picture, water is a liquid. It is wet. What is this, everyone?
Children: Liquid!
Ms. Thomas: Let’s point to the liquid in this picture. [Everyone points.]

TEACHING STRATEGY: Extend children’s conceptual knowledge.
Ms. Thomas: Besides water, there are many other types of liquids. There is liquid paint, soup, and detergent for washing our clothes. And look at this liquid glue. Benjamin, I see that you want to say something! What is your favorite liquid and why?
Child: Juice.
Ms. Thomas: I like juice, too. Say, “My favorite liquid is juice.”
Child: My favorite liquid is juice.
Ms. Thomas: Okay, why do you like juice?
Child: It’s cold and sweet.
Ms. Thomas: That’s a good explanation. You like juice because it is cold and sweet!

TEACHING STRATEGY: Use a visual to depict a vocabulary concept.

[She points to a picture/concept card of icicles on a tree.]
Here’s our second new word. Look at this picture. Did you know this is frozen water? Everyone say, “It’s frozen water.”
[Children repeat.]

Discussion While Reading Amazing Water

Ms. Thomas: The title of our new book is Amazing Water. Melvin Berger is the author who wrote the book, and Robyn Lash is the photographer who took the pictures.
As I read, you will listen to learn about water and our magic words: liquid, frozen, and solid.

TEACHING STRATEGY: Stop and briefly talk about vocabulary within the context of the book using book pictures to scaffold instruction.

TEACHING STRATEGY: Make brief connections to life experiences using vocabulary.
Ms. Thomas: How do you think this solid ice would feel if you touched it with your fingers?
Child: Cold!
Ms. Thomas: Yes, it would feel cold.

PROJECT WORDS OF ORAL READING AND LANGUAGE DEVELOPMENT

In Project WORLD, preschool teachers like Ms. Thomas moved beyond teaching content vocabulary words in isolation and learned to be responsive to opportunities to build networks of knowledge. The purpose of Project WORLD was to design and evaluate an early curricular intervention that accelerates the oral language abilities of children at risk for underachievement. The goal in writing this text, therefore, is to bridge research to practice by providing suggestions for early childhood educators to intensify their shared book-reading practices, as Ms. Thomas has done, to accelerate content vocabulary knowledge.

Building a Foundation for Comprehension

The development of concept knowledge and related content-based word meanings is an important part of language and text comprehension. Because word meanings do not exist in isolation, learning vocabulary is connected to acquiring sufficient world knowledge.

The Social and Economic Context

A longitudinal study of families with varying socioeconomic status observed that families’ language patterns varied considerably. Researchers noted that parents from higher socioeconomic backgrounds provided richer adult-child conversations. Children’s oral language abilities at age 3 were predictive of future academic success or failure.

Accelerating Oral Language and Vocabulary

Oral language development during preschool contributes strongly to a child’s reading ability, including semantic, syntactic, and conceptual knowledge. The preschool years represent an important window for developing children’s oral language and vocabulary.

HOW WE READ BOOKS MATTERS

Shared book reading can occur in whole-class or small-group instruction. Interactive shared book-reading methods allow children to learn about their world through strategic and active engagement via discussing a story and vocabulary.

Three Principles of Instructional Design

Align vocabulary instruction with content standards and objectives.
Create multiple exposures to words and connected concepts via content-related themes.
Develop opportunities to dialogue about word and world connections.