Original paper
Instructional strategies and linguistic features of kindergarten teachers’ shared book reading: The case of Singapore
Abstract
Teachers’ language practice during shared book reading may significantly affect the rate and outcome of early language proficiency. The current study has focused on 37 kindergarten teachers and 440 4- to 5-year-old kindergartners during their shared book reading sessions in Singapore, exploring teachers’ variation in instructional strategies and linguistic features, and its relations with children’s language development and teacher’s background....
Paper Details
Title
Instructional strategies and linguistic features of kindergarten teachers’ shared book reading: The case of Singapore
Published Date
Mar 1, 2020
Journal
Volume
41
Issue
2
Pages
427 - 456
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Notes
History