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Inclusion of children experiencing language, social, behavioural, or other difficulties was high from the second year of studies.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},593585,1792879924,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 40 | Issue 1 | Article 2 |\n| --- | --- |\n| 2014\u003Cbr>Student Teachers’Implementation and Understanding of Repeated Picture-Book Reading in Preschools\u003Cbr>Clodie Tal\u003Cbr>Levinsky College of Teachers Education, [clodietal@gmail.com](clodietal@gmail.com)\u003Cbr>Ora Segal-Drori\u003Cbr>Levinsky College of Teachers Education, [ora.segal.drori@gmail.com](ora.segal.drori@gmail.com) |  |\n\nRecommended Citation  \nTal, C., & Segal-Drori, O. (2014). Student Teachers’ Implementation and Understanding of Repeated Picture-Book Reading in Preschools. Australian Journal of Teacher Education, 40 (1).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol40/iss1/2](http://ro.ecu.edu.au/ajte/vol40/iss1/2)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol40/iss1/2](http://ro.ecu.edu.au/ajte/vol40/iss1/2)  \nAustralian Journal of Teacher Education  \nStudent Teachers’ Implementation and Understanding of Repeated Picture  \nBook Reading in Preschools  \nClodie Tal  \nOra Segal-Drori  \nLevinsky College of Education, Israel  \nAbstract: Research conducted among student teachers during three academic  \nyears (2010-2011; 2011-2012 ; 2012-2013) at Israel’s Levinsky College of  \nEducation sought to ascertain (a) the extent of implementation of repeated  \npicture-book reading (RPBR) with preschool groups each academic year ;  \n(b) how does the implementation of RPBR progress throughout the years of  \nthe study ? (c) students’ understanding of the value of RPBR; and (d) the  \nperceived benefits and difficulties of RPBR by student-teachers. Of  \napproximately 250 students who completed questionnaires each semester,  \nmost reported that they regularly performed RPBR – implementation in 2013;  \n96% for students in the four-year academic program and 100% for those in  \nthe two-year, teacher certification program. Inclusion of children  \nexperiencing language, social, behavioural or other difficulties in these  \ngroups was high (around 77%) from the second year of studies. Content  \nanalysis of responses to the open questions led to defining reflective  \ncategories that reveal the students’ conceptual understanding of RPBR.  \nOverall, 40% of the responses in 2013 were defined as showing either a  \n‘narrow’ or ‘extended’ understanding compared with 37% in 2012 and 20%  \nin 2011.  \nKeywords: repeated picture-book reading, teacher preparation, preschools, evaluation  \nIntroduction  \nYoung children’s language competencies enable them to get along socially and become active participants in society. They also predict reading competency and school achievement. Comprehension related competencies – vocabulary, knowledge of the social and physical world, and inferential skills that continue to develop throughout life – seem to be responsible for the substantial gaps between children raised in different socioeconomic environments from an early age (Dickinson, Golinkoff, & Hirsh-Pashek, 2010; Ferland, Marchman, & Weileder, 2013; Lennox, 2013; Paris, 2005) . Hoff (2003) claims, that it is the quality of infants' early language environment that mediates the link between SES and children's vocabulary knowledge. What repeatedly emerges in recent studies and reviews is the importance of the quality of reading out loud with children both at home (Dickinson et al, 2012; Heath, 1983; Lennox, 2013; Paratore &  \nVol 40, 1, January 2015 15  \nAustralian Journal of Teacher Education  \nDougherty, 2011) and in preschools (Weisman, 2011; Whitehurst et al., 1988) as an important source of their future reading comprehension and academic success. Research shows that the effectiveness of repeated book reading partially depends on the children’s positive attitude towards reading books (Bus, 2003; Sonnenschein & Munsterman, 2002) .  \nRepeated book reading or dialogic read-alouds, meaning reading out loud to children in small groups, in a way that enables them to be engaged as active learners (Whitehurst et al., 1988), has been extensi","cbCaileomeHcylVE","https://ap.wps.com/l/cbCaileomeHcylVE","pdf",192299,22,"English","# Abstract\n# Introduction\n## Early language and reading readiness\n## Repeated and dialogic read-alouds in preschools\n## Rationale and study goals","[{\"question\":\"What does the study aim to find out about repeated picture-book reading (RPBR)?\",\"answer\":\"It examines how extensively student teachers implement RPBR in preschool groups each year, how implementation changes over time, what student teachers understand about RPBR’s value, and the perceived benefits and difficulties.\"},{\"question\":\"How was RPBR implementation assessed across the programs and years?\",\"answer\":\"Questionnaires were completed by approximately 250 students each semester across three academic years, covering both a four-year academic program and a two-year teacher certification program.\"},{\"question\":\"What did the study find regarding implementation and inclusion of diverse children?\",\"answer\":\"Most respondents reported regular RPBR practice, with 96% implementation in the four-year program and 100% in the two-year program. Inclusion of children experiencing language, social, behavioural, or other difficulties was high from the second year of studies.\"}]","Australian Journal of Teacher Education - Issue 1 - Article 2 | PDF",1792077527,55]