Enhancing Educators' Shared Book Reading

Complete the quiz at the end of this case example to try out your knowledge and get more tips for applying what you've learned.

Katie (4 years, 7 months) is a child with language difficulties, who attends an early childhood centre to which you consult.

Eva is Katie’s classroom teacher. In your role, you are coaching Eva to use responsive interaction strategies. Eva needs support to include Katie in a variety of activities and to use language that will support Katie’s current skills.



When you observe Eva reading a book to Katie and a large group of her peers, you notice:

• Eva reads in an animated way. She asks many questions throughout the book and points to different children to respond before quickly moving on.
• Katie does not take any turns during this activity. Although she is initially interested in the book, she starts to look away.

Afterwards, Eva tells you it is hard to help Katie participate in story-time, even though she often tries to ask questions that match Katie’s expressive and receptive language abilities. “Usually, the other kids will jump in with the answers before Katie can answer and then I kind of have to move on because everyone else wants me to keep reading,” Eva explains. Eva also suspects that Katie doesn’t participate because she really enjoys playing outside and the classroom’s story-time is always immediately before outdoor playtime.

 

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References

1. Greenberg, J. & Weitzman, E. (2014). I'm Ready! How to Prepare Your Child for Reading Success. Toronto, Ontario: The Hanen Centre.
2. Weitzman, E. & Greenberg, J. (2002). Learning Language and Loving It: A Guide to Promoting Children’s Social, Language, and Literacy Development in Early Childhood Settings, 2nd ed. Toronto, Ontario: The Hanen Centre.
3. Weitzman, E. & Greenberg, J. (2010). ABC and Beyond: Building Emergent Literacy in Early Childhood Settings, 1st ed. Toronto, Ontario: The Hanen Centre.