skip navigation

Not in the United States?
change your preferences.

On Reading Books to Children

Parents and Teachers

• No Author/Editor data available

• Price: $57.95
• Binding: Paperback (also available in Hardback)
• Pages: 424
• Published by: Routledge
• Publication Date: 1st February 2003
• ISBN: 978-0-8058-3969-2

About the Book

On Reading Books to Children: Parents and Teachers brings together in one volume current research on adult book reading to children. The authors, drawn from around the world, are key researchers and eminent scholars from the fields of reading and literacy, child language, speech pathology, and psychology, representing multiple perspectives within these disciplines.

Chapters on the effects and limitations of book sharing are integrated with chapters discussing promising programs on storybook research. The reality of reading to children is more complex than it appears on the surface. The authors discuss some effects of and suggestions for reading to children that have emerged from the research. The ideas set forth in this volume will stimulate new lines of research on the effects of storybook reading, as well as refinements of current methods, yielding findings that enrich our understanding of this important arena of literacy development.

Table of Contents

Contents: A. van Kleeck, S.A. Stahl, Preface. Part I:Book Sharing in Families. A.G. Bus, Social-Emotional Requisites for Learning to Read. J. De Temple, C.E. Snow, Learning Words From Books. E. Reese, A. Cox, D. Harte, H. McAnally, Diversity in Adults' Styles of Reading Books to Children. A. van Kleeck, J. Vander Woude, Book Sharing With Preschoolers With Language Delays. Part II:Storybook Reading in the Classroom. D.K. Dickinson, A. McCabe, L. Anastasopoulos, A Framework for Examining Book Reading in Early Childhood Classrooms. W.H. Teale, Reading Aloud to Young Children as a Classroom Instructional Activity: Insights From Research and Practice. L.M. Morrow, R. Brittain, The Nature of Storybook Reading in the Elementary School: Current Practices. M.G. McKeown, I.L. Beck, Taking Advantage of Read-Alouds to Help Children Make Sense of Decontextualized Language. A.A. Zevenbergen, G.J. Whitehurst, Dialogic Reading: A Shared Picture Book Reading Intervention for Preschoolers. Part III:Storybook Sharing as Cultural Practice. J. Anderson, A. Anderson, J. Lynch, J. Shapiro, Storybook Reading in a Multicultural Society: Critical Perspectives. V. Carrington, A. Luke, Reading, Homes, and Families: From Postmodern to Modern? R.B. Barrera, E.B. Bauer, Storybook Reading and Young Bilingual Children: A Review of the Literature. Part IV:Where Do We Go From Here? A. van Kleeck, Research on Book Sharing: Another Critical Look. A.D. Pellegrini, L. Galda, Joint Reading as a Context: Explicating the Ways Context Is Created by Participants. D.B. Yaden, Jr., Parent-Child Storybook Reading as a Complex Adaptive System: Or "An Igloo Is a House for Bears." S.A. Stahl, What Do We Expect Storybook Reading to Do? How Storybook Reading Impacts Word Recognition.