000			01696nam a22001697a 4500
005			20250912161237.0
008			250912b ph ||||| |||| 00| 0 eng d
022			_a0013-5984
040			_cOCT
240			_aThe Elementary School Journal _hJune 2025
245			_aEnhancing Twenty-First-Century Skills among Fifth Grade
260			_aChicago _bThe University of Chicago Press
300			_aVol 125 (4) : pages 550-700
520			_aYoung children draw from verbal and nonverbal input to make meaning from texts, a skill that is foundational for later reading comprehension and academic achievement. However, prior studies have focused solely on teachers' verbal input during prekindergarten read-alouds. We examine four Black, female prekindergarten teachers' multimodal enactments of a text to identify how they socialize and orient children into language-building and meaning-making practices. Findings from our microethnographic analysis reveal four multimodal orientations: transmissive/ limited gesture, multimodal collaborative, multimodal de-scriber, and multimodal performance-oriented. Variations in teachers' inclusion of multiple modalities and child engagement indicate a constellation of multimodal read-aloud orientations and socialization practices along a spectrum of support. Teachers gestured to encourage en-gagement, index novel words, expand children's utterances, include culturally affirming discourse styles, and bridge the text into the classroom. We address how teachers express and represent meaning through language, im-ages, and gesture, as well as instructional implications of multimodal enactments.
650			_aa Elementary School
942			_2ddc _cCR _n0
999			_c10548 _d10548