The present study describes preschool read-alouds in terms of the types of texts to which children are exposed. The methods involved analyzing the genre and instructional foci of 426 titles read by 13 teachers throughout an entire academic year. Additionally, associations between teacher
characteristics and texts teachers read in their classrooms were examined. Findings indicated that (a) narrative texts were the dominate genre read-aloud; (b) children's exposure to alphabet books, nursery rhymes, books featuring math concepts, and multicultural content occurred at generally
low rates; and (c) few significant associations exist between quantity of books read and teacher characteristics.
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Document Type: Research Article
School of Teaching and Learning, The Ohio State University, Columbus, Ohio
University of Texas Health Science Center at Houston, Houston, Texas
School of Teaching, The Ohio State University, Columbus, Ohio
May 1, 2011
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