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Teacher Perceptions of Reading Aloud Informational Text to K-2 Students.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Teacher Perceptions of Reading Aloud Informational Text to K-2 Students./
Author:	Cooper, Kimberly A.
Description:	1 online resource (123 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-06, Section: A.
Contained By:	Dissertations Abstracts International85-06A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798381164336

Teacher Perceptions of Reading Aloud Informational Text to K-2 Students.
Cooper, Kimberly A.

Teacher Perceptions of Reading Aloud Informational Text to K-2 Students. - 1 online resource (123 pages)

Source: Dissertations Abstracts International, Volume: 85-06, Section: A.

Thesis (Ed.D.)--Lincoln Memorial University, 2023.

Includes bibliographical references

Beginning in the 1950s, learning to read was a major focus in elementary schools. Children typically began their reading journey with listening skills. Hearing sounds for letters, then words, come to life from the pages of a book were engaging to children. One way teachers engaged students in learning to read was to read aloud to them in their classrooms. Typically, teachers in Kindergarten through 2nd grade (K-2) read aloud fiction storybooks. I conducted this basic qualitative interpretive study to research teachers' perceptions of reading aloud informational texts to students in their K-2 classrooms. There was a gap in the studies I reviewed about the perceptions of teachers in K-2 classrooms reading aloud and reading aloud informational texts. I used the theory of instructional scaffolding as the framework for this basic qualitative interpretive study. Participants in the study were K-2 teachers from two southeast Tennessee school districts. After six participants completed questionnaires, three themes were identified. I discovered K-2 teachers supported reading aloud informational texts to their students. All participants perceived reading aloud informational texts as challenging and often not engaging enough for their K-2 students. Teachers' perceptions were affected by the time and information available to them to implement reading aloud informational texts in their K-2 classrooms. This study was a foundational study as it could be used for future researchers exploring K-2 teachers' perceptions of reading aloud informational texts in their classrooms. .

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381164336Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Early elementary classroomsIndex Terms--Genre/Form:

554714
Electronic books.

Teacher Perceptions of Reading Aloud Informational Text to K-2 Students.
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