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jennifer-lewis
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Reasons for Reading Aloud•to introduce students to the joy of reading•to develop vocabulary•to model fluency
•to make difficult texts more accessible•to help students
experience the text the way the teacher does•if planned carefully, to boost comprehension
What Teachers Read Aloud
•Read-alouds are overwhelmingly narrative. 77% of read-alouds at home and school were narrative and only 7% were informational.
(Yopp & Yopp)•Intermediate teachers did not
often read picture books to their students.
•Informational literature was used only three out of ten days.
(Jacobs, Morrison, & Swinyard) •Teachers favor easy and
predictable books. (McGee & Schickedanz)
Reading Aloud Effectively
•Interactive read-alouds include "Opening up the conversation,"
"Ongoing interaction," "Response and balancing talk and text," and
"Engaging with strategy demonstrations.“ (Barrentine)•Fisher, Flood, Lapp, & Frey identified seven common
components of interactive read-alouds.
•Repeated interactive read-alouds are beneficial. (McGee &
Schickedanz)•Three methods of reading aloud
are dialogic reading, Text Talk, and print referencing. (Lane & Wright)
Read-Aloud Cons
Meyer, Wardrop, Stahl, and Linn (1994) found a
negative relationship between read-aloud
time and reading achievement.
BUTWhat effect does read-aloud have on reading
motivation? and Did the teachers in the study use read-aloud to teach reading skills?
Rediscovering Read-Aloud: How Elementary Teachers
Choose and Use Read-Alouds
Choosing Read-Aloud Material
•Consider instructional goals. •Consider high-interest
nonfiction with rich vocabulary. •Consider “conceptually
challenging” books.•Consider topic, audience,
length, cost, diversity, coherence, connections to
curriculum.