Exploring Reading Aloud Events through embodied learning: Impacts on early literacy

Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review

Standard

Exploring Reading Aloud Events through embodied learning : Impacts on early literacy. / Schilhab, Theresa; Balling, Gitte; Esbensen, Gertrud Lynge.

Embodied Learning and Teaching Using the 4E Cognition Approach : Exploring Perspectives in Teaching Practices. ed. / Theresa Schilhab; Camilla Groth. Routledge, 2024. p. 25-33.

Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review

Harvard

Schilhab, T, Balling, G & Esbensen, GL 2024, Exploring Reading Aloud Events through embodied learning: Impacts on early literacy. in T Schilhab & C Groth (eds), Embodied Learning and Teaching Using the 4E Cognition Approach : Exploring Perspectives in Teaching Practices. Routledge, pp. 25-33. https://doi.org/10.4324/9781003341604-5

APA

Schilhab, T., Balling, G., & Esbensen, G. L. (2024). Exploring Reading Aloud Events through embodied learning: Impacts on early literacy. In T. Schilhab, & C. Groth (Eds.), Embodied Learning and Teaching Using the 4E Cognition Approach : Exploring Perspectives in Teaching Practices (pp. 25-33). Routledge. https://doi.org/10.4324/9781003341604-5

Vancouver

Schilhab T, Balling G, Esbensen GL. Exploring Reading Aloud Events through embodied learning: Impacts on early literacy. In Schilhab T, Groth C, editors, Embodied Learning and Teaching Using the 4E Cognition Approach : Exploring Perspectives in Teaching Practices. Routledge. 2024. p. 25-33 https://doi.org/10.4324/9781003341604-5

Author

Schilhab, Theresa ; Balling, Gitte ; Esbensen, Gertrud Lynge. / Exploring Reading Aloud Events through embodied learning : Impacts on early literacy. Embodied Learning and Teaching Using the 4E Cognition Approach : Exploring Perspectives in Teaching Practices. editor / Theresa Schilhab ; Camilla Groth. Routledge, 2024. pp. 25-33

Bibtex

@inbook{6d1e59adddb84075aa19ab626c49c9d2,
title = "Exploring Reading Aloud Events through embodied learning: Impacts on early literacy",
abstract = "Contemporary reading research suggests that reading aloud events hold particular potential to facilitate pre-literacy skills in preschoolers. However, reading is an activity which is both complex and multifaceted, and in need of further scrutiny. Inspired by the 4E perspectives, here we unfold how reading aloud is particularly well-suited to introduce preschoolers to the material world of books, to how language works syntactically and semantically, and to the social practices of readers and the imaginary worlds of narratives. We argue for five central dimensions of particular importance to learning and present a model for an ideal reading-aloud event. The model aims to clarify the dimensions of didactic usage and guide teachers in creating reading-aloud events that improve children{\textquoteright}s pre-literacy skills.",
author = "Theresa Schilhab and Gitte Balling and Esbensen, {Gertrud Lynge}",
year = "2024",
doi = "10.4324/9781003341604-5",
language = "English",
pages = "25--33",
editor = "Theresa Schilhab and Camilla Groth",
booktitle = "Embodied Learning and Teaching Using the 4E Cognition Approach",
publisher = "Routledge",
address = "United Kingdom",

}

RIS

TY - CHAP

T1 - Exploring Reading Aloud Events through embodied learning

T2 - Impacts on early literacy

AU - Schilhab, Theresa

AU - Balling, Gitte

AU - Esbensen, Gertrud Lynge

PY - 2024

Y1 - 2024

N2 - Contemporary reading research suggests that reading aloud events hold particular potential to facilitate pre-literacy skills in preschoolers. However, reading is an activity which is both complex and multifaceted, and in need of further scrutiny. Inspired by the 4E perspectives, here we unfold how reading aloud is particularly well-suited to introduce preschoolers to the material world of books, to how language works syntactically and semantically, and to the social practices of readers and the imaginary worlds of narratives. We argue for five central dimensions of particular importance to learning and present a model for an ideal reading-aloud event. The model aims to clarify the dimensions of didactic usage and guide teachers in creating reading-aloud events that improve children’s pre-literacy skills.

AB - Contemporary reading research suggests that reading aloud events hold particular potential to facilitate pre-literacy skills in preschoolers. However, reading is an activity which is both complex and multifaceted, and in need of further scrutiny. Inspired by the 4E perspectives, here we unfold how reading aloud is particularly well-suited to introduce preschoolers to the material world of books, to how language works syntactically and semantically, and to the social practices of readers and the imaginary worlds of narratives. We argue for five central dimensions of particular importance to learning and present a model for an ideal reading-aloud event. The model aims to clarify the dimensions of didactic usage and guide teachers in creating reading-aloud events that improve children’s pre-literacy skills.

U2 - 10.4324/9781003341604-5

DO - 10.4324/9781003341604-5

M3 - Book chapter

SP - 25

EP - 33

BT - Embodied Learning and Teaching Using the 4E Cognition Approach

A2 - Schilhab, Theresa

A2 - Groth, Camilla

PB - Routledge

ER -

ID: 362803803