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The interactional structure of explanations during shared reading at kindergarten
ARTICLE

, University of Groningen, Center for Language and Cognition Groningen (CLCG) ; , NHL University of Applied Sciences ; , University of Groningen, Center for Language and Cognition Groningen (CLCG)

International Journal of Educational Research Volume 62, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

This study investigates explanatory discourse within the setting of shared reading at kindergarten. It reports on a qualitative study of 36 whole-class shared reading sessions at three Dutch kindergartens with children aged between 4 and 6 years. The videotaped shared reading sessions are transcribed and analysed according to the methodology of conversation analysis. It will be shown that explanatory discourse in whole-class shared reading sessions gets established by orientation to an object of attention from a picture book that might need an explanation. Additionally, it will be illustrated that once a first explanation has been given, this might turn into a longer set of explanatory sequences that can be characterised by either an instructional or a discussion framework. Participating in explanatory discourse during shared reading enables pupils to practice providing explanations for events or behaviour that transcend their own experiences.

Citation

Gosen, M.N., Berenst, J. & de Glopper, K. (2013). The interactional structure of explanations during shared reading at kindergarten. International Journal of Educational Research, 62(1), 62-74. Elsevier Ltd. Retrieved May 26, 2020 from .

This record was imported from International Journal of Educational Research on March 1, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2013.06.006

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