The Effect Of Different Teacher-child Interaction Patterns On Children's Language Comprehension In Group Reading Activities

Group reading activities are an essential part of child education.The consistent interaction between a teacher and children directly contributes to the child's literacy and communication skills.However,this also raises the question of whether it is more beneficial to interact after group reading sessions or during its process.This thesis examines and discusses the results of teacher-child interactions before or after reading sessions(this article is referred to as pattern A)and during reading sessions(this article is referred to as pattern B),and aims to identify whether group reading activities lead to a positive increase in the child's language and comprehensions abilities.The results of academic research dictate that group reading is a more concentrated interaction method,without preparation beforehand or extension afterwards,and can seperate the task of reading into sections.Through the steps of reading,discussion,and understanding,educators can control and examine the child completing the activity.In the process of reading,their ideas will not be interrupted,and before reading and reading after the discussion,but also to help children grasp the book's internal logic and development clues.Throughout these periods,children can comprehend the reading material through visual cues and hearing the language to avoid discontinuing their thought process.This thesis uses action research(include observation and interviews).Choose a storytelling,a clear plot,repeatability and predictive picture book,and exploration to examine interactions during group reading sessions and interactions before and after group reading sessions-the two forms teacher-child interaction and its impact on the development childhood language skills.(This includes the development of vocabulary,interest in reading,comprehension and prediction abilities.)The results of the this dictate: reading before and after the interaction between teachers and children to improve children's interest in reading better;focus on reading before and after the interaction can promote the understanding of the relationship between the pictures;select the funny and rendering a variety of picture books can promote children's reading interest;reading activities before and after the interaction between teacher and children can enhance the picture book a complete understanding.This study suggests that teachers can not ignore the quality of interaction between teachers and children in reading activities,highlight the "reading reflection" link;can not ignore the reading before and after reading the interactive discussion,this can help children comb the picture book before and after the logical relationship to enhance children's reading Ability;reading activities of the objectives and patterns are complementary,teachers can only take into account the current experience of young children through the interaction between young and young children to improve children's reading ability.