Abstract
Early childhood is a critical period for language and literacy development. One-way adults introduce children to the world of books is through picture books read-aloud. Adults from different cultural background engage in this activity differently, and to date, the early childhood field has emphasized a constructivist approach to book reading typical in individualistic cultures. Other approaches to reading books that are common in collectivist cultures have not been explored. The present study investigated the reading styles teachers (n = 40) use in naturalistic settings and compared the advantages of using individualistic versus collectivist styles related to children participation and enjoyment during book reading. The results have implications for incorporating culturally reflective approached when reading books to young children.
Recommended Citation
PLOTKA, RAQUEL
(2025)
"Exploring Culturally Informed Approaches to Book Read-Aloud with Young Children,"
The Language and Literacy Spectrum: Vol. 35:
Iss.
1, Article 3.
Available at:
https://digitalcommons.buffalostate.edu/lls/vol35/iss1/3