BREAKING BARRIERS: TRANSFORMING TEACHER FACILITATION TO ENHANCE COLLABORATIVE STUDENT DISCUSSIONS IN EARLY CHILDHOOD READ ALOUDS

This dissertation explores the integration of collaborative student discussions during read alouds in early childhood education (ECE) classrooms to enhance language development, comprehension, and equity. Grounded in social constructivist theory and critical race theory (CRT), the study examines how teacher-led interactions dominate classroom discussions, limiting opportunities for student engagement, particularly for marginalized students, including students of color, multilingual learners, and those with language delays. Within a diverse urban school context, the dissertation of practice identifies barriers to implementation—such as classroom management, teacher evaluations, and curriculum limitations—and facilitates an intervention emphasizing teacher reflexivity, co-construction of solutions, and skill-building. Findings demonstrate reduced barriers and improved quality and quantity of student discussions, including proactive classroom management and higher-order questioning. The study concludes with recommendations for embedding collaborative discussions into school culture and district policies to advance equitable and inclusive practices.