Following the Read Aloud

195 Pages·2013·1.59 MB·English

by  Kelli Servizzi

TEACHERS’ COGNTIVE DEMANDS AND PRESCHOOL STUDENTS’
USE OF THINKING STRATEGIES DURING INTERACTIVE BOOK
READING

A DISSERTATION

SUBMITTED TO THE GRADUATE SCHOOL

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS

FOR THE DEGREE

DOCTOR OF EDUCATION

BY

KELLI M. SERVIZZI

DISSERTATION ADVISOR: DR. PATRICIA CLARK

BALL STATE UNIVERSITY

MUNCIE, INDIANA

MAY 2013
TEACHERS’ COGNTIVE DEMANDS AND PRESCHOOL STUDENTS’
USE OF THINKING STRATEGIES DURING INTERACTIVE BOOK
READING
A DISSERTATION
SUBMITTED TO THE GRADUATE SCHOOL
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR THE DEGREE
DOCTOR OF EDUCATION
BY
KELLI M. SERVIZZI
DISSERTATION ADVISOR: DR. PATRICIA CLARK

APPROVED BY:

____________________________________ _______________
Dr. Patricia Clark, Committee Chair Date

____________________________________ _______________
Dr. Linda Taylor, Department Representative Date

____________________________________ _______________
Dr. Carolyn Walker Hitchens, Cognate Representative Date

____________________________________ _______________
Dr. Kathryn Fletcher, Cognate Representative Date

____________________________________ _______________
Dr. Clare Chatot, At-Large Member Date

____________________________________ _______________
Dean of the Graduate School Date

BALL STATE UNIVERSITY
MUNCIE, INDIANA
MAY 2013
Copyright © Kelli M. Servizzi 2013

All Rights Reserved
Thinking strategies during interactive book reading iv.

Acknowledgements

To the youngest learners who hold the promise for a more reflective class of teachers and
a brighter picture of the future of education. To the professionals who engage children
daily by valuing their conversations and their contributions and believing in their
abilities. Thank you for allowing me to learn in your environment.

To Dr. Patricia Clark. Thank you for chairing my committee and reading countless drafts.
To Dr. Kathryn Fletcher. Thank you for guiding me through the analysis and providing
partnerships for additional growth. To Dr. Linda Taylor. Thank you for sharing your love
of early childhood. To Dr. Carolyn Walker Hitchens. Thank you for talking and working
through the theories with me. To Dr. Clare Chatot. Thank you for your support and
assistance throughout. To Dr. Linda Martin. Thank you for sharing your knowledge and
encouraging and challenging me as a mentor and friend.

To my parents, Mike and Sandy Rutherford. Thank you for instilling a love of learning
and giving me a childhood that shaped the wife, mother, and teacher I am today.

To my children, Jenna and Nathan. Thank you for your laughter, your hugs, and your
kisses. You are a constant source of inspiration and constant reminder of the important
things in life.

To my husband, John. Thank you for the life we have built together. Your never-ending
support made this journey possible. Three weeks from next Saturday.
Table of Contents
Page
Acknowledgements iv.
List of Charts ix.
List of Tables x.
Abstract xiii.
Chapter 1
Introduction 15
Purpose of Study 19
Guiding Questions 19
Definition of Terms 19
Significance of Study 21
Limitations 22
Chapter 2
Literature Review
Theoretical Frameworks 24
Preschool as an Early Intervention 29
Targeted Early Interventions
High/Scope Perry Preschool Project 32
Head Start 35
Chicago Child-Parent Center Program 40
Carolina Abecedarian Project 41
Universal Early Interventions 43
Oklahoma Early Childhood four year old program 44
Cost Analysis 46
Classroom Read Alouds 47
Time 52
Read Aloud Style 53
Teacher Behavior and Student Engagement 55
Questioning 57
Student Language 59
Developing Comprehension in Young Children
Metacognition 62
Scaffolding 65
Thinking Strategies 74
Inclusive Special Education Classroom 80
Inclusion 82
Language and Communication 83
Social Integration 86
Conclusion 89
Chapter 3
Methodology
Purpose 90
Participants 91
Research Design 94
Procedures 96
Data Analysis 97
Chapter 4
Results
Introduction 99
Guiding Questions 100
Read Aloud Descriptions 100
Time 113
Question 1 115
Question 2 126
Chapter 5
Conclusion and Discussion
Summary 129
Conclusions 131
Limitations 132
Discussion 133
Implications for Practice 137
Recommendations for Future Research 138
Final Thoughts 140
References 141
Appendix A
Parent Permission 154
FERPA Authorization 156
Student Assent 158
Appendix B
Teacher Consent 160
Appendix C
Reading Protocols
Read Aloud 1 163
Read Aloud 2 164
Read Aloud 3 169
Read Aloud 4 174
Read Aloud 5 178
Read Aloud 6 183
Read Aloud 7 188
Read Aloud 8 192
Thinking strategies during interactive book reading ix.

List of Charts
Page

Chart 1 59
Percentage of teacher utterances by question type

Chart 2 60
Types of talk in Head Start classrooms

Chart 3 114
Time spent on interactive book reading in classroom No. 1

Chart 4 114
Time spent on interactive book reading in classroom No. 2
Thinking strategies during interactive book reading x.

List of Tables
Page

Table 1 27
Seven assumptions to the Sociocognitive Model

Table 2 34
High/Scope Perry Preschool participants vs. non-participants
at age 40 and age 27

Table 3 55
Interactive teacher behaviors

Table 4 61
Adult-student interactions

Table 5 68
Tactics for teaching deep structure comprehension

Table 6 75
Thinking strategies used by proficient learners

Table 7 116
Thinking strategies used in classroom No. 1, Read aloud 1

Table 8 116
Thinking strategies used by child in classroom No. 1, Read aloud 1

Table 9 117
Thinking strategies used in classroom No. 2, Read aloud 1

Table 10 117
Thinking strategies used by child in classroom No. 2, Read aloud 1