Learning about being a reader is more than teaching phonics. A pilot study of shared picture book reading in early childhood education as a means to support young children in developing a broader understanding of literacy, in addition to phonics and phonological awareness, is discussed. The Early Language and Literacy Classroom Observation (ELLCO) (Pre-K) tool was administered in six early childhood contexts, revealing a range of strengths and weaknesses in classrooms observed. There was little evidence of picture book reading playing an integral part of the early childhood literacy programs. Shared reading activities were absent in some contexts. In others, books were selected on the basis of length or a phonics focus. In an era of phonics first, this article is a timely reminder that shared reading of quality children’s literature can support development of a range of reading strategies including phonics while developing a joy for reading.

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拼读首先时代共享图画书的阅读发生了什么？

学习成为一名读者不仅仅是教语音学。讨论了一项在幼儿教育中阅读共享图画书的试点研究，以支持幼儿发展除语音和语音意识之外的对识字能力的更广泛理解。早期语言和识字教室观察（ELLCO）（Pre-K）工具在六个幼儿时期进行了管理，揭示了所观察教室的一系列优缺点。几乎没有证据表明图画书阅读是幼儿识字计划不可或缺的一部分。在某些情况下，缺少共享的阅读活动。在另一些书籍中，则根据长度或语音重点来选择书籍。在先有语音学的时代，