ABSTRACT
Research has indicated that many young learners acquire important understandings about written language by being read to and by being encouraged to reenact or pretend-read books on their own (CochranSmith, 1984; Doake, 1985; Holdaway, 1979; Panofsky, 1994; Pappas, 1993; Sulzby, 1985, 1996; Sulzby & Teale, 1991; Taylor, 1983). Although there has been research into the reading-like behavior of the early emergent reader, most of it was done in the context of the home, or by individually taking children out of the classroom for their reenactments to books. Also, most of these studies focused on children who have had histories of
being read to. However, Dee’s inquiry involves her efforts to provide her kindergartners, for most of whom at-home book-sharing experiences had been limited, with daily opportunities to reenact books of their choice in the classroom.
