Abstract
Children often prefer nonfiction to fiction books but historically, teachers have neglected nonfiction books during reads alouds. The present study examined how young readers collectively make meaning of nonfiction picturebooks with the help of the teacher and their peers during a whole group interactive read-aloud in one kindergarten classroom. Using Bakhtin’s dialogism and Rosenblatt’s reader response theory, this study captured videos of nonfiction read-alouds, interviews, and formal observations to examine how children make sense of nonfiction picturebooks during whole group read-alouds. This study exposes the social nature of learning. Findings indicate that readers of nonfiction consider the responses of those around them in their takeaways, that making sense of nonfiction is a continual and discursive process, and that children used nonfiction books as a way to connect with one another. Implications for conducting nonfiction read-alouds with young children are discussed. This research exposes the power and potential for interactive read-alouds using nonfiction picturebooks with kindergarteners.
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Shimek, C. “Reading is Social”: Dialogic Responses to Interactive Read-Alouds with Nonfiction Picturebooks. Early Childhood Educ J (2023). https://doi.org/10.1007/s10643-023-01590-9
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DOI: https://doi.org/10.1007/s10643-023-01590-9