Emergent Bilingual Preschoolers' Verbal and Embodied Engagement Behaviors in Read Aloud
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| Title: | Emergent Bilingual Preschoolers' Verbal and Embodied Engagement Behaviors in Read Aloud |
|---|---|
| Language: | English |
| Authors: | Sabrina F. Sembiante (ORCID |
| Source: | Journal of Early Childhood Literacy. 2026 26(1):248-276. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Preschool Children, Emergent Literacy, Reading Aloud to Others, Beginning Reading, Attention, Reading Skills, Learner Engagement |
| DOI: | 10.1177/14687984241286005 |
| ISSN: | 1468-7984 1741-2919 |
| Abstract: | Shared reading is a crucial site for children's emerging reading skills when children engage affectively, behaviorally, and cognitively in the reading process. To inform a more holistic, collective, and inclusive view of observable engagement in read aloud (RA) behaviors, authors examined EB preschoolers' micro-moment engagement behaviors to understand how they recruit their verbal and embodied modes to attend to RAs and how these behaviors align with prior engagement typologies. A phenomenological approach was implemented to examine EB preschool students' moment-to-moment, multimodal forms of engagement across three video recorded RAs that consisted of 258 units of analysis. Findings reveal that EB preschoolers' attentiveness and attention divergence during RA activities were showcased across a multimodal continuum but did not necessarily indicate disengagement or inattention. Opportunities for children's contemplation were constrained by social and behavioral expectations of their compliance, and within less dialogic RAs, these expectations undermined children's multimodal means of textual engagement in favor of their quiet, undivided display of attention. Findings have implications for recognizing the role of young children's multimodal expression in supporting their engagement and interactions in RA in ways that may contribute to their developing reading skills and outcomes. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499054 |
| Database: | ERIC |
| Abstract: | Shared reading is a crucial site for children's emerging reading skills when children engage affectively, behaviorally, and cognitively in the reading process. To inform a more holistic, collective, and inclusive view of observable engagement in read aloud (RA) behaviors, authors examined EB preschoolers' micro-moment engagement behaviors to understand how they recruit their verbal and embodied modes to attend to RAs and how these behaviors align with prior engagement typologies. A phenomenological approach was implemented to examine EB preschool students' moment-to-moment, multimodal forms of engagement across three video recorded RAs that consisted of 258 units of analysis. Findings reveal that EB preschoolers' attentiveness and attention divergence during RA activities were showcased across a multimodal continuum but did not necessarily indicate disengagement or inattention. Opportunities for children's contemplation were constrained by social and behavioral expectations of their compliance, and within less dialogic RAs, these expectations undermined children's multimodal means of textual engagement in favor of their quiet, undivided display of attention. Findings have implications for recognizing the role of young children's multimodal expression in supporting their engagement and interactions in RA in ways that may contribute to their developing reading skills and outcomes. |
|---|---|
| ISSN: | 1468-7984 1741-2919 |
| DOI: | 10.1177/14687984241286005 |
