![]() ![]() The analysis of book choices indicated that teachers used few informational texts and frequently relied on older, well-known children’s literature. Conversely, teachers reported comparatively minimal use of planned (instructional) stops and reported limited focus on literacy elements. As read-alouds most typically occurred during lunch time, texts were selected primarily for entertainment and teacher talk occurred most frequently for the purpose of defining words. ![]() Findings indicate that read-alouds are most used as a tool for engaging and managing students rather than as a formal instructional practice. Quantitative results were analyzed descriptively while qualitative results were analyzed via open coding. Specifically, 299 first-grade teachers completed a survey on read-aloud practices in December, as well as provided information on the most recently read-aloud texts in both December and May. ![]() ![]() Despite frequent use, read-alouds have not been systematically considered in Norwegian early childhood classrooms, which is the goal of this study. Yet, any potential benefit of read-alouds depends on how the teacher enacts a read-aloud, particularly in regards to the amount and type of talk that surrounds the practice. Read-alouds are a frequent practice in early childhood classrooms and provide great potential for developing literacy skills for young learners including vocabulary, comprehension, text structure awareness, visual literacy, and fluency. ![]()
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