This in itself may have been a motivating factor in encouraging the children to read and indeed read cooperatively. Finally, having a borrowing system for books was very successful in encouraging children to take books home, which will be discussed in more details in Section 5.3. Impact of Adding Puppets on the Promoting of Reading The teachers added two different kinds of puppets to the Library Corner: main story characters and domestic animals. Holding a puppet while reading increased the enjoyment, as shown in Figure 5-4, as I observed the following: children’s At 9:15, Roaa put the bunny puppet on her lap, chose on an iPad and “Doll Story” read it to the end; then she chose another story. While reading, she was trying to bring the ear closer to the earphone, to make it listened to the story with bunny’s her. Then she chose the and while she was reading it she hugged “Alphabet Story” the puppet and said, love this (Field notes, April 2014) “I bunny.” Figure : Roaa Holding a Puppet Placing the bunny on the lap during reading may provide them with a sense children’s of companionship, which may satisfy emotional needs. children’s Children were motivated to read a story if they had a puppet of the main character of the story, as I observed (see Figure 5-5): Yazed went to the Library Corner and placed a Barney puppet on his lap; then he chose the story. He read the story from the beginning to the end. (Field “Barney” notes, April 2014) The data suggested that adding the main character to the Library Corner may story’s have made the child feel more connected to the story by bringing life to it, which may have increased motivation for reading the story.
This in itself may have been a motivating factor in encouraging the children to read and indeed read cooperatively. Finally, having a borrowing system for books was very successful in encouraging children to take books home, which will be discussed in more details in Section 5.3. Impact of Adding Puppets on the Promoting of Reading The teachers added two different kinds of puppets to the Library Corner: main story characters and domestic animals. Holding a puppet while reading increased the children’s enjoyment, as shown in Figure 5-4, as I observed the following: At 9:15, Roaa put the bunny puppet on her lap, chose “Doll Story” on an iPad and read it to the end; then she chose another story. While reading, she was trying to bring the bunny’s ear closer to the earphone, to make it listened to the story with her. Then she chose the “Alphabet Story” and while she was reading it she hugged the puppet and said, “I love this bunny.” (Field notes, April 2014) Figure : Roaa Holding a Puppet Placing the bunny on the children’s lap during reading may provide them with a sense of companionship, which may satisfy children’s emotional needs. Children were motivated to read a story if they had a puppet of the main character of the story, as I observed (see Figure 5-5): Yazed went to the Library Corner and placed a Barney puppet on his lap; then he chose the “Barney” story. He read the story from the beginning to the end. (Field notes, April 2014) The data suggested that adding the story’s main character to the Library Corner may have made the child feel more connected to the story by bringing life to it, which may have increased motivation for reading the story.
Promoting%20Reading%20for%20Pleasure%20with%20Kindergarten%20Children%20in%20Saudi%20Arabia.docx