‘‘She’s sort of dragging me into the story!’’ Student teachers’ experiences of reading aloud in Key Stage 2 classes
Abstract
This article explores the place of the class novel within the current primary curriculum. It begins with an overview of past and current thinking about reading aloud to older primary-age children. The discussion then moves on to describing research carried out with 43 primary postgraduate student teachers, which aimed to investigate the students’ school experiences of observing reading aloud and working on whole narrative texts. Lastly, the article focuses on how the findings influenced changes made to a postgraduate primary course in order to support and develop students’ understanding of the role that reading aloud plays in developing children’s critical understanding of story.
Reference
Collins, F. M. (2005). ‘‘She’s sort of dragging me into the story!’’ Student teachers’ experiences of reading aloud in Key Stage 2 classes. Literacy, 39(1), 10-17.
Journal
Literacy
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- field placements (not related to methods courses)
- Practicum experience
- student teaching placement schools
Preservice Participants
Preservice Sample Size
43
Duration of Data Collection
Data Sources
- Observations
- Questionnaire
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
Research Questions
to investigate the students’ school experiences of observing reading aloud and working on whole narrative texts.
Is this research question explicit from the manuscript? Yes