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From the Reading Rug to the Play Center: Enhancing Vocabulary and Comprehensive Language Skills by Connecting Storybook Reading and Guided Play

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Abstract

This article explores the preschool teachers’ use of concrete and abstract comments and questions within the classroom contexts of storybook reading and guided play to promote classroom conversations. Early childhood educators promote oral language development by creating a language-rich environment in which children become active participants in classroom dialogue. Teachers must intentionally plan and scaffold this learning through interactive storybook reading and storybook extensions using props through guided play. This article provides examples of the types of comments and questions that can serve to model and facilitate children’s vocabulary and comprehensive language development and subsequent literacy skills.

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  1. Western Illinois University, Quad Cities, 3561 60th St., Moline, IL, 61265, USA

    Susan L. Massey

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  1. Susan L. Massey
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Correspondence to Susan L. Massey.

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Massey, S.L. From the Reading Rug to the Play Center: Enhancing Vocabulary and Comprehensive Language Skills by Connecting Storybook Reading and Guided Play. Early Childhood Educ J 41, 125–131 (2013). https://doi.org/10.1007/s10643-012-0524-y

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