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Early Education and Development Volume 30, 2019 - Issue 4
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Original Articles

How Classroom Conversations Unfold: Exploring Teacher–Child Exchanges During Shared Book Reading

Annemarie H. HindmanTeaching and Learning, Temple UniversityCorrespondence[email protected]
,
Barbara A. WasikPsychological Studies in Education, Temple University
&
Donald E. BradleyPsychological Studies in Education, Temple University
Pages 478-495 | Published online: 04 Feb 2019

Citations (39)

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Janne Lepola, Anu Kajamies, Eero Laakkonen & Molly F. Collins. (2023) Opportunities to Talk Matter in Shared Reading: The Mediating Roles of Children’s Engagement and Verbal Participation in Narrative Listening Comprehension. Early Education and Development 34:8, pages 1896-1918.
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Svitlana Kucherenko, Veslemøy Rydland & Vibeke Grøver. (2023) Bilinguals Contingently Respond to Teacher Inferential Questions during Shared Reading in Preschool. Early Education and Development 34:7, pages 1528-1544.
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Silke Vanparys, Dries Debeer & Hilde Van Keer. (2023) What's the Difference? Interactive Book Reading With At-Risk and Not-At-Risk 1st- and 2nd-Graders. Journal of Research in Childhood Education 0:0, pages 1-22.
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Elizabeth Burke Hadley, Erica M. Barnes & HyeJin Hwang. (2023) Purposes, Places, and Participants: A Systematic Review of Teacher Language Practices and Child Oral Language Outcomes in Early Childhood Classrooms. Early Education and Development 34:4, pages 862-884.
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Sarah Surrain, Stephanie M. Curenton & Cecilia Jarquín Tapia. (2023) Fostering Dual Language Learners’ Participation in Head Start Classroom Conversations Through Code-Switching in Whole Group and Small Group Settings. Early Education and Development 34:4, pages 885-909.
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Elizabeth Burke Hadley, Katherine Mackay Newman & Eun Sook Kim. (2023) Identifying Levers for Improvement: Examining Proximal Processes and Contextual Influences on Preschool Language Development. Early Education and Development 34:1, pages 181-207.
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Tanya Christ, Iman Bakhoda, Ming Ming Chiu, X. Christine Wang, Alexa Schindel & Yu Liu. (2022) Mediating Learning in the Zones of Development: Role of Teacher and Kindergartner Talk-Turns During Read-Aloud Discussions. Journal of Research in Childhood Education 0:0, pages 1-31.
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Siew Chin Ng & He Sun. (2022) Promoting Social Emotional Learning through Shared Book Reading: Examining Teacher’s Strategies and Children’s Responses in Kindergarten Classrooms. Early Education and Development 33:8, pages 1326-1346.
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Li Sha, Guili Zhang, Peng Feng, Xuejie Peng & Li Luo. (2022) Teacher–child interactions during picture book reading in Chinese preschool classrooms: a comparative study of novice and experienced teachers. Early Years 0:0, pages 1-16.
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Jessica Riordan, Elaine Reese, Shika Das, Jane Carroll & Elizabeth Schaughency. (2022) Tender Shoots: A Randomized Controlled Trial of Two Shared-reading Approaches for Enhancing Parent-child Interactions and Children’s Oral Language and Literacy Skills. Scientific Studies of Reading 26:3, pages 183-203.
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Femke van der Wilt, Chiel van der Veen & Sarah Michaels. (2022) The relation between the questions teachers ask and children’s language competence. The Journal of Educational Research 115:1, pages 64-74.
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Sarah Timperley, Elizabeth Schaughency, Ruby-Rose McDonald & Elaine Reese. (2021) Rhymes and Relatability: How Storybook Style and Content Relate to Home-Based Educators’ Extra-Textual Talk. Early Education and Development 32:8, pages 1240-1259.
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Articles from other publishers (27)

Annemarie H. Hindman & Elise Chor. (2023) Classroom conversations: What will it take? A commentary on Abbot-Smith et al., 2023. First Language 43:6, pages 649-654.
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Tessa Weadman, Tanya Serry & Pamela C. Snow. (2022) Oral Language and Emergent Literacy Strategies Used by Australian Early Childhood Teachers During Shared Book Reading. Early Childhood Education Journal 51:8, pages 1335-1348.
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Ming-Fang Hsieh. (2023) ‘This is My Favorite Book’: Exploring Children’s Perspectives on Books and Reading. Early Childhood Education Journal.
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Marit M. Bredesen & Kari-Anne B. Næss. (2023) Video Observation of Kindergarten Teachers’ Use of Questions in Picture-Book Reading with Quiet Multilingual Children: A Pilot Study. Education Sciences 13:10, pages 1066.
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Kirsten Read, Sara Rabinowitz & Hayley Harrison. (2023) It’s the talk that counts: a review of how the extra-textual talk of caregivers during shared book reading with young children has been categorized and measured. Journal of Early Childhood Literacy.
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Ji Young Choi, Craig K. Van Pay & Constance C. Beecher. (2023) Preschool language exposure and use: A comparison study of dual‐language learners and English monolingual children. Infant and Child Development 32:3.
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Jeanette L. Kaiser, Thandiwe Ngoma, Peter C. Rockers, Günther Fink, Allison Juntunen, Davidson H. Hamer, Ben Chirwa & Nancy A. Scott. (2023) A Qualitative Assessment of Community Acceptability and Use of a Locally Developed Children’s Book to Increase Shared Reading and Parent-Child Interactions in Rural Zambia. Annals of Global Health 89:1, pages 28.
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Barbara A. Wasik & Annemarie H. Hindman. (2023) Story Talk: Using Strategies from an Evidence‐Based Program to Improve Young Children's Vocabulary. The Reading Teacher 76:4, pages 429-438.
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Maria Cahill & Erin Ingram. (2022) Extratextual talk in public library storytime programs: A focus on questions. Journal of Early Childhood Research 20:4, pages 495-509.
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Iman Bakhoda, Tanya Christ, Ming Ming Chiu, Hyonsuk Cho & Yu Liu. (2022) Teacher and Emergent Bilingual Student Read-Aloud Mediations. Journal of Literacy Research 54:4, pages 509-541.
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Annemarie H. Hindman, JeanMarie Farrow & Barbara A. Wasik. (2022) Teacher–Child Conversations in Preschool. Topics in Language Disorders 42:4, pages 336-359.
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Elizabeth Burke Hadley, Molly Scott, Matthew E. Foster, David K. Dickinson, Kathy Hirsh-Pasek & Roberta Michnick Golinkoff. (2022) Preschool Teachers' Fidelity in Implementing a Vocabulary Intervention. Topics in Language Disorders 42:4, pages 319-335.
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Caroline Christopher & Katherine Newman. (2022) Exploring classroom practices associated with greater student engagement that may benefit low-income students in the early grades. Frontiers in Education 7.
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Tessa Weadman, Tanya Serry & Pamela C. Snow. (2021) The development and psychometric properties of a shared book reading observational tool: The Emergent Literacy and Language Early Childhood Checklist for Teachers (ELLECCT). First Language 42:4, pages 552-578.
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Marie‐Lyne Smadja, Dorit Aram, Naama Agmon, Margalit Ziv & Daniel Bar‐Tal. (2022) “Side by side”: Comparing how Israeli secular and religious mothers read a story about the Israeli‐Palestinian conflict to young children . Infant and Child Development 31:4.
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Barbara A. Wasik, JeanMarie Farrow & Annemarie H. Hindman. (2022) More than “Good Job!”: The Critical Role of Teacher Feedback in Classroom Discourse and Language Development. The Reading Teacher 75:6, pages 733-738.
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Laura A. Taylor. (2022) Silence as Political and Pedagogical: Reading Classroom Silence Through Neoliberal and Humanizing Lenses. Linguistics and Education 68, pages 100863.
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Michelle M. Neumann & Guy Merchant. (2021) “That’s a Big Bad Wolf!”: Learning through Teacher-Child Talk During Shared Reading of a Story Book App. Early Childhood Education Journal 50:3, pages 515-525.
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Femke van der Wilt, Renske Bouwer & Chiel van der Veen. (2022) Dialogic classroom talk in early childhood education: The effect on language skills and social competence. Learning and Instruction 77, pages 101522.
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Richa S. Deshmukh, Jill M. Pentimonti, Tricia A. Zucker & Bridget Curry. (2022) Teachers’ Use of Scaffolds Within Conversations During Shared Book Reading. Language, Speech, and Hearing Services in Schools 53:1, pages 150-166.
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Elizabeth Burke Hadley, Erica M. Barnes, Brenton M. Wiernik & Mukhunth Raghavan. (2022) A meta-analysis of teacher language practices in early childhood classrooms. Early Childhood Research Quarterly 59, pages 186-202.
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D.S. Messinger, L.K. Perry, S.G. Mitsven, Y. Tao, J. Moffitt, R.M. Fasano, S.A. Custode & C.M. Jerry. 2022. New Methods and Approaches for Studying Child Development. New Methods and Approaches for Studying Child Development 191 230 .
Sabina Rak Neugebauer, Emmaline Ellis & Michael Coyne. (2021) Making Personal Connections to Words to Increase Early Childhood Vocabulary Learning. The Reading Teacher 75:4, pages 403-412.
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Lucy Rodriguez Leon & Jane Payler. (2021) Surfacing complexity in shared book reading: The role of affordance, repetition and modal appropriation in children's participation. Learning, Culture and Social Interaction 28, pages 100496.
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Siew Chin Ng, Poorani Vijayakumar, Nurul Taqiah Yussof & Beth Ann O’Brien. (2020) Promoting bilingualism and children’s co-participation in Singapore language classrooms: Preschool teacher strategies and children’s responses in Show-and-Tell. Policy Futures in Education 19:2, pages 216-241.
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Marie-Lyne Smadja, Margalit Ziv & Dorit Aram. (2021) Children's theory of mind referencing and contribution to discourse during different book sharing contexts in preschool. Early Childhood Research Quarterly 56, pages 333-343.
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Elizabeth Burke Hadley, Katherine M. Newman & Jinsil Mock. (2020) Setting the Stage for TALK: Strategies for Encouraging Language‐Building Conversations. The Reading Teacher 74:1, pages 39-48.
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