21st International Conference on Diversity in Organizations, Communities & Nations

Abstract

In this study, the researchers partnered up with five 4-year-old classrooms to investigate cognitive questioning and critical literacy interactions during teacher read alouds. The study occurs in three phases. Currently, in the first phase, data collection is occurring using an observation framework developed by the researchers on the picture books the teachers selected to read aloud, the questions asked during the read aloud, and the teacher’s strategies for extending the story. In the second phase, teachers and researchers will work together to learn how to implement a critical literacy lesson framework during a read aloud (McLaughlin & Allen, 2002) with diverse picture books. This framework includes 1)Explain, 2) Demonstrate, 3) Guide, 4) Practice, and 4) Reflect. In the final phase of the study, teachers will read aloud picture books that portray diverse protagonists in everyday situations and the researchers will collect data on the questions asked during the read aloud and the teacher’s strategies for extending the story. This study is part of a grant program that is designed to increase access to quality preschool services in community-based (non-school based) classrooms for at-risk three-year-olds based on VPI eligibility criteria. The participants’ qualifications to participate in this grant included family income at or below 200 percent of poverty, homelessness, child’s parents or guardians did not complete high school, or family income is less than 350 percent of federal poverty guidelines in the case of students with special needs or disabilities.