A Framework For Examining Book Reading in Early Childhood Classrooms

Abstract

This paper present a comprehensive framework for examining book use in early childhood settings, including the following dimensions: the book area, the amount of time provided for book reading, integration of books into the broader curriculum, the nature of the book reading events, and the nature of the home-school connection with respect to book use. Data from four studies conducted in New England are used to assess the quality of book use; each dimension shows significant evidence of the need for improvement in how books are used in preschool classrooms.