Rethinking Story Reading in U.S. Preschools: Making Story Comprehension and Social-Emotional Understanding the Priority
AUTHOR : Judith A. Schickedanz
INFORMATION : page. 5~25 / 2014 Vol.8 No.2
This paper begins with a brief historical overview that provides a context for understanding approaches
to story reading in U.S. preschools. It also discusses factors that have prompted a new trend in story
reading, one emphasizing story comprehension directly, not as a vehicle for developing only oral
vocabulary and print-related literacy skills. This backdrop, as well as discussions of new research and
achievement difficulties in school-age children, sets the stage for the author’s suggestion that
preschoolers’ social-emotional understanding would also likely benefit, if story reading goals and
strategies were changed to focus on higher-level story comprehension. Examples of suitable storybooks
and comprehension support strategies are used to illustrate how the complementary goals of supporting
story comprehension and social-emotional learning might be addressed. These examples also suggest a
research intervention needed to determine whether story comprehension support strategies can also
benefit social-emotional understanding.
story comprehension,social-emotional understanding,inferential thinking,story reading strategies
U.S. Preschool Read-Aloud Practices: A Bit of History
Story Reading during the First Half of the 20th Century
Questioning the Nature of IQ in the 1960s and the First Early Language Interventions
Preschool Story Reading Practices From 1980 through the Late 2000s
Reading To Support Story Comprehension and Social-Emotional Understanding
“Hooray for Harry” (by Kim Lewis, 2006)
“Dreams” (by E.J. Keats, 1974)
“Peter’s Chair” (by E.J. Keats, 1967)
Summary of Story Reading To Support the Development of Empathy
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Call for Papers
Call for Papers: Asia-Pacific Journal of Research in Early Childhood Education (APJRECE)
Special Issue Deadline: January 15, 2016
Asia-Pacific Journal of Research in Early Childhood Education (APJRECE) is an official publication of the Pacific Early Childhood Education Research Association (PECERA) that is dedicated to disseminating and supporting research in early childhood education within the Pacific area.
APJRECE is released three times a year in January, May, and September. In 2016, the second issue of Volume 10 will be a special issue. The topic for the special issue is “Power of Play in Young Children’s Growth and Learning”. The Guest Editor for the special issue is Dr. Wonyoung Rhee, Professor Emerita at Chung-Ang University, Korea.
We are seeking reports of current research on this topic, papers that address issues in the application of play research, and papers that review a specific research area of young children’s play and are especially informative about studies needed to fill knowledge gaps. The manuscripts for the special issue should be submitted online by January 15, 2016, following the guidelines described on the journal website. Please visit the homepage of Asia-Pacific Journal of Research in Early Childhood Education (www.apjrece.com,www.pecerajournal.com), and you will find not only full details on aims and scope, editorial policy, and paper submission but the orange colored button, named Manuscript Management System of APJRECE, for paper submission.
We hope you will seriously consider APJRECE for your scholarship.