TITLE

EARLY CHILDHOOD TEACHERS' BELIEFS AND PRACTICES TOWARDS CHILDREN'S SUBVOCALIZATIONS DURING READING

AUTHOR(S)
Baker Deniz, Carla
PUB. DATE
November 2004
SOURCE
College Reading Association Yearbook;2004, Issue 26, p287
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
This chapter explores the results ofa study completed in the spring of 2003. Thirteen teachers were interviewed about their beliefs and practices toward children sub vocalizations during reading. All of the teachers in the study indicated a belief that young children naturally sub vocalize while reading. However teachers `practices varied greatly from "We encourage them to do that" to "[We have] to teach them that your eyes are moving and your.. . lips are still". Additionally, teachers appeared to have inconsistent views of the importance of sub vocalizing during reading. Previous research shows that such vocalizations are often an effective tool students use when working through problems (Azmitia, 1992; Bivens & Berk, 1990; Lee, 1999) and can be used by teachers to monitor student growth and to assist in scaffolding a child's learning (White & Manning, 1994; Winsler Diaz, & Montero, 1997).
ACCESSION #
17224441

 

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