The purpose of the present study was to examine teachers’ practices for reading aloud informational texts to kindergarteners and describe whether these are affected by the different text structures. Ten (10) teachers working in public kindergartens located in different regions of Greece participated in the study. The sample teachers read informational texts that were created to represent the most common informational text structures: compare-contrast, description, cause-effect, problem-solution, and sequence. Read-aloud sessions were recorded and analyzed according to parameters that refer to well-documented read-aloud styles and ensure discussion quality and text comprehension. Indicative parameters were the timing of the discussion, teachers’ prompts and techniques for enhancing children’s language production, and their verbal participation in the text discussion. Data analysis showed that the teachers’ read-aloud practices stand more in favor of a dialogic reading style. Furthermore, the predominance of low cognitive demand questions and the children’s few initiatives to ask their own questions were representative of the discussion quality. There were also differences in the teachers’ read-aloud practices according to the structure of the texts, with the compare-contract structure being the most challenging one for the teachers and the children. The results of the present study have several implications for improving teachers’ read-aloud practices and kindergarteners’ text comprehension.

本研究的目的是检查教师向幼儿园学生朗读信息文本的做法，并描述这些做法是否受到不同文本结构的影响。希腊不同地区公立幼儿园的十 (10) 名教师参与了这项研究。样本教师阅读的信息文本是为了代表最常见的信息文本结构而创建的：比较对比、描述、因果、问题解决方案和顺序。根据参考有据可查的朗读风格的参数记录和分析朗读会话，并确保讨论质量和文本理解。指示性参数包括讨论的时间安排、教师的提示和增强儿童语言表达的技巧，以及他们在文本讨论中的口头参与。数据分析显示，教师的朗读实践更倾向于对话式阅读方式。此外，低认知需求问题占主导地位以及孩子们很少主动提出自己的问题代表了讨论质量。根据课文的结构，教师的朗读实践也存在差异，其中比较合同结构对教师和孩子来说是最具挑战性的。本研究的结果对于提高教师的朗读实践和幼儿园学生的文本理解具有多种意义。