In teacher-led big-book reading, children exercise cognitive autonomy by making their own connections between spoken and written words within the activity's boundaries¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 1999 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Teachers using open collaborative big-book readings report children's enjoyment of reading and effectiveness as readers are much enhanced. → Dombey 1999

Evidence¶

Dombey 1999¶

Dombey, Henrietta; Formisano, Marina Pascucci. (1999). Examining the Notion of Autonomy in the Context of Early Literacy Learning in Four European Countries. https://eric.ed.gov/?id=ED434766

q2 · i? · theoretical · r2

Teachers' self-reports within the Brighton project, not a controlled comparison; the article also notes such readings are "more likely to produce divergent ideas than one to one reading of a text".

"Teachers participating in this project, in which they make extensive use of these large format texts or 'big books', with 'open' collaborative readings where the children are encouraged to make their own active contributions, report that children's enjoyment of reading and effectiveness as readers are much enhanced."

Discussion¶

Related Claims¶

• Exercise of autonomy at one level may inhibit its development at another in early literacy learning — related
• Joint Book Reading Predicts Literacy Success — related
• Dialogic Reading Improves Language Outcomes — related
• Parent Involvement Improves Early Reading — related