The read-aloud as a primary experience
| dc.contributor.author | Langmuir, Gayla | |
| dc.contributor.author | University of Lethbridge. Faculty of Education | |
| dc.contributor.supervisor | Chambers, Cynthia | |
| dc.date.accessioned | 2010-03-18T20:35:29Z | |
| dc.date.available | 2010-03-18T20:35:29Z | |
| dc.date.issued | 2003 | |
| 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.identifier.uri | https://hdl.handle.net/10133/934 | |
| dc.language.iso | en_US | en |
| dc.publisher | Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003 | en |
| dc.publisher.faculty | Education | 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 |