dc.contributor.supervisor |
Chambers, Cynthia |
|
dc.contributor.author |
Langmuir, Gayla |
|
dc.contributor.author |
University of Lethbridge. Faculty of Education |
|
dc.date.accessioned |
2010-03-18T20:35:29Z |
|
dc.date.available |
2010-03-18T20:35:29Z |
|
dc.date.issued |
2003 |
|
dc.identifier.uri |
https://hdl.handle.net/10133/934 |
|
dc.description |
v, 62 leaves ; 29 cm. -- |
en |
dc.description.abstract |
The act of teachers reading aloud to children has become an increasingly common
experience as more teachers use literature-based reading instruction. This study examines
the significance of the Read-Aloud in a primary classroom through a phenomenological
account. It includes a brief history of phenomenology as a research method into
pedagogic practice. The lived experience of the Read-Aloud is analyzed through the six
research activities recommended by van Manen (1990) in the book Researching Li1'ed
Experience. Audio taped read-aloud sessions in a grade one / two classroom are
combined with adult memories of being read to. Four themes emerge as essential to the
experience of the Read-Aloud in a primary classroom. These themes are: pleasure,
enhanced vocabulary, the ability to move beyond the here and now through imagination
and an increased understanding of the real world. The study concludes with a discussion
of the responsibility of the pedagogue in light of what was discovered about the
experience of the Read-Aloud. |
en |
dc.language.iso |
en_US |
en |
dc.publisher |
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003 |
en |
dc.relation.ispartofseries |
Project (University of Lethbridge. Faculty of Education) |
en |
dc.subject |
Oral reading |
en |
dc.subject |
Reading (Elementary) |
en |
dc.title |
The read-aloud as a primary experience |
en |
dc.type |
Thesis |
en |
dc.publisher.faculty |
Education |
en |