Preschool Read-Alouds for Equitable and Engaging Experiences

Abstract

The authors describe how an emergent teacher overcame her first-year teaching challenges in reading aloud to preschoolers and explored and adopted reading support strategies to provide equitable and engaging reading experiences for all.

Key words:

• early childhood
• emergent teachers
• equity
• intentional teaching
• reading strategies

Additional information

Notes on contributors

Jingwen Ding

Jingwen Ding is a graduate of Early Childhood Studies at Western Oregon University. Her research focuses on reading strategies. She continually explores effective strategies that preschool teachers can use to engage children in reading. Email: [email protected]

Ya-Fang Cheng

Ya-Fang Cheng is an Assistant Professor of Early Childhood at Western Oregon University. Her research focuses on professional development and early literacy. She promotes equity by working with inservice and preservice early childhood teachers in Taiwan and the United States. Email: [email protected]

Andrea M. Emerson

Andrea M. Emerson is an Assistant Professor of Early Childhood at Western Oregon University. Her research focuses on play, relationships, and equity. She specializes in harnessing play to build responsive partnerships with families and in exploring implicit bias with teachers. Email: [email protected]