What Happens Before Book Reading Starts? an Analysis of Teacher–Child Behaviours With Print and Digital Books

A body of research documents teacher-child reading behaviours in educational settings. Few will disagree that the potential for word and narrative comprehension increases when children’s prior knowledge is activated and when children’s focus is fully on the reading session. Despite this, little is known about the potential for establishment of joint attention and activation of prior knowledge in an early childhood education and care setting and...