What
is Read Aloud?
Reading aloud is an indispensable instructional format.
The primary purpose of a read aloud is to create a community of
readers and establish
a known text as a basis for related literacy activities. Reading
aloud allows the students to hear the classroom teacher model fluency
and
expression. It also exposes them to vocabulary that is just beyond
their own instructional level. It is a great opportunity to demonstrate
how reading is a source of enjoyment, humor, learning, communication,
and fun. Reading aloud to children is one of the most important things
you can do. This is an amazing opportunity for teachers and parents
to share how books, magazines, websites, poems, riddles, jokes, and
other forms of text are an essential part of their lives.
The Benefits
of Reading Aloud to Children
Research has shown that teacher read
aloud motivates children to read. In 1975, when successful college
students were asked what
their teachers
did to motivate them to read, the majority of students responded
that read alouds got them interested in reading (Artley, 1975).
In a more
recent study, third, fourth, and fifth graders were asked what
motivated them to read particular books. One of the most frequent
kinds of
responses was, “I heard about them from my teachers… they
read good books to us” (Palmer et al, 1994).
- Improves Comprehension
and Vocabulary- Read aloud exposes children/students to text
that they might not find or be able
to read on their own.
When children are exposed to more sophisticated text through
read aloud,
their vocabulary and comprehension naturally improve. When
rich conversation follows read aloud, students engage in "text
talk" (Beck & McKeown,
2001). Discussions can be used to encourage listeners to construct
more literal meanings, connect ideas and experiences across
texts, use their prior knowledge, and question unfamiliar words
from
the text.
- Increases Fluency- During read aloud, the listener hears
how
the voices can be used to create and extend meaning. Through
intonation, expression, and attention to punctuation, the
reader demonstrates
meaning embedded in the text. By reading orally to children,
we model
what
fluent, meaningful reading is like. We send a message that
whether we read orally or silently, we need to read in the same
expressive
manner.
- Builds Motivation- Perhaps more than anything, reading
aloud to children develops and fosters a love of reading in
children. Being
read aloud to is a purely enjoyable experience! It nurtures
a desire in children to read on their own. Although we often
associate read
aloud with preschool and primary grades (and we know that
the frequency of read aloud experiences declines as students move
up the grades
(Hoffman, Roser, and Battle, 1993), people of all ages
love
to
be read to. Well-planned
read alouds, even for older students, can stimulate interest
in books and introduce students to quality literature in
a variety of genres,
well beyond their reading level.
Considerations for Preparing
a Great Read Aloud
- Timing- Choose a time for read aloud that
is relaxed, quiet, and conducive to listening. Many teachers
find that the best
time for
this is right after lunch, special areas, or recess;
others begin or end
their day with a read aloud. Since we know that finding
time for everything within the regular school day is challenging,
read aloud
can be combined
with other activities. For example, you could read
aloud to your students as they silently wash their hands for lunch.
For some
lucky students,
there might be multiple times of the day they hear
good
stories.
The length of your read aloud might vary, given the
needs or your students
and schedule. Generally, 10 to 30 minutes is appropriate.
- Atmosphere- Setting the tone for read aloud is important, too.
Gather the children together on the carpet, lower
the lights in
the room,
and have a special chair for you to read from. This
arrangement works well not only for primary students, but intermediate
and middle school
students as well.
- Book Selection- Although the criteria
for choosing a good read aloud will vary by teacher and student
need and
interest,
listed
below are
general criteria to keep in mind when selecting
books. Whatever you choose, please keep in mind one of the
main purposes
of read aloud:
to foster a love of reading in your students.
- Consider
your favorites- If there are books you love, read them aloud to
your students, regardless of age.
Your enthusiasm
for
the stories
will be apparent to them. Keep a running list of
books you come across that you would like to read aloud to
your students.
Share
with your
fellow teachers the books you have found to be treasures
and listen to their suggestions.
- Reach beyond your
student’s comfort zone- Choose books for
read aloud that your students might not choose
on their own or are unavailable to them. By reading these books
aloud,
you expose them
to new words and a variety of texts. Also choose
books with complex themes and characters. It is oftentimes
these books that generate
the most meaningful discussions.
- Make connections-
Try to find books that connect to your life and your student’s
lives. Books that support an upcoming science unit will help
build student’s background knowledge and
enthusiasm. If one of your students is struggling
with a personal issue, reading
aloud a book with a character that is experiencing
a similar issue can be very comforting.
- Focus on
Quality- As teachers, we have limited time for
read aloud and limited resources for purchasing
good books.
Be choosy!
If your
knowledge of children’s literature is limited,
rely on award winners, particularly the Caldecott
and Newbery winners. The Newbery
Medal is given once a year by the American Library
Association to the most outstanding children’s
chapter book published in the previous year.
A variety of literature has been chosen to receive
the Newbery
honor, dating back to .
- Read Professional Journals
and Books- There are several journals published
on a monthly or quarterly
basis
that recommend good
books to read to children. A few include
the Harvard Educational Review,
Reading Teacher, NCTE journal, etc.
- Ask people
within your community- parents, librarians, community members,
and other children
can make
excellent resources when
searching for rich literature.
What Kinds
of Text Should We Read Aloud?
In their book Classrooms
that Work, Patricia Cunningham and Richard Allington (2003) suggest
that teachers
read four
types of material
aloud each day:
- Informational and real-world texts– such
as excerpts from newspapers, magazines, encyclopedias,
The Guinness
Book of World Records, a school newsletter, or nonfiction books.
Reading nonfiction may be
especially important for struggling readers.
Some researchers have found that nonfiction may hold the attention
of boys and struggling
readers. Informational texts may also be more
likely to hold boys’ and
struggling readers’ attention (Caswell & Duke,
1998; Donovan, Smolkin, & Lomax, 2000).
- Traditional
grade-appropriate favorites – including
picture books, novels, series books, award-winning
books, and class favorites
(see below for suggestions and ideas)
- Poetry – share
poetry when you have a few empty minutes
before lunch and encourage
children to join in on the refrain or
rhyming words.
- Easy books – children love
hearing old favorites. Read selections that
your struggling
readers can read on their own to introduce
them to new titles or authors and pique their interest!
Sources
for Great Books
Great Books for Children
Newbery Award - Most distinguished children's books
http://www.ala.org/ala/alsc/awardsscholarships/literaryawds/newberymedal/newberymedal.htm
Caldecott Award -- Outstanding picture book
http://www.ala.org/Template.cfm?Section=bookmediaawards&template=/ContentManagement/ContentDisplay.cfm&ContentID=158991
American Library Association Notable List - The best of the best
http://www.ala.org/ala/alsc/awardsscholarships/childrensnotable/notablecbooklist/currentnotable.htm
Children’s Choices (published annually in The Reading Teacher)
Young Adult’s Choices (published annually in The Journal of Adolescent and Adult Literacy)
http://www.reading.org/resources/tools/choices.html
100 Best Books for Kids
http://www.teachersfirst.com/100books.htm
Jon Sciezka’s Guysread.com
http://www.guysread.com/
Theodor Seuss Geisel (Dr. Seuss) Award -- best book for beginning readers
http://www.ala.org/ala/alsc/awardsscholarships/literaryawds/geiselaward/GeiselAward.htm
Coretta Scott King Book Awards - best book that reflects African-American culture
http://www.ala.org/ala/emiert/corettascottkingbookawards/winnersa/cskawardwinners.htm
Pura Belpré Award -- best book that reflects Latino culture
http://www.ala.org/Template.cfm?Section=bookmediaawards&template=/ContentManagement/ContentDisplay.cfm&ContentID=147610
Sibert Informational Book Medal
http://www.ala.org/ala/alsc/awardsscholarships/literaryawds/sibertmedal/Sibert_Medal.htm
Wilder Award -- Authors or illustrators who have made a substantial and lasting contribution to children's literature
http://www.ala.org/ala/alsc/awardsscholarships/literaryawds/wildermedal/wildermedal.htm
Great Books for Young Adults
Quick Picks for Reluctant Young Adult Readers
www.ala.org/yalsa/booklists/quickpicks
Jon Sciezka’s Guysread.com
http://www.guysread.com/
Alex Awards - books written for adults that have special appeal to young adults, ages 12 through 18
www.ala.org/yalsa/booklists/alex
Great Graphic Novels for Teens
http://www.ala.org/ala/yalsa/booklistsawards/greatgraphicnovelsforteens/gn.htm
 Teacher
Tips
How do you use read alouds in your class? Submit your
ideas here!
Kids’ Input
What are your favorite read alouds? Submit your
ideas here!
Resources
and Links
 Websites
Mem Fox’s Website- Award-winning Australian author
shares her tips on reading aloud, including an interactive chapter
from her
book Reading Magic
http://www.memfox.com/reading-magic-intro/
Reading Is Fundamental
Tips for Reading Aloud
http://www.rif.org/coordinators/advicetips/tip.mspx?View=11
Books
Learning Under the Influence of Language and Literature: Making the Most of Read-Alouds Across the Day by
Lester L. Laminack
and Reba
M. Wadsworth. Heinemann, 2006.
- This new book describes
six types of read alouds, each of which targets
key instructional goals, including
addressing
curriculum
standards,
building community, demonstrating writer's craft,
enriching vocabulary, encouraging independent
reading, and modeling
fluent
reading.
Includes annotations of favorite read alouds.
- For
a free preview of Chapter 2, visit http://books.heinemann.com/products/E00822.aspx
The Read Aloud Handbook (5th Ed.) by Jim Trelease (Penguin, 2001).
Geared toward parents, Jim Trelease
answers
questions in this
now-classic text, and the “Treasury of Read-Alouds” is
a great starting place for read aloud selections.
How
to Get Your Child to Love Reading: For Ravenous and
Reluctant Readers Alike by Esmé Raji Codell
(Algonquin, 2003). Includes thematic book lists as
well as tips on how to engage children with
books.
Reading Magic: Why Reading Aloud to Children Will
Change their Lives Forever by Mem Fox (Harvest Books,
1991).
Articles
Baumann, J. F., Jones, L. A., & Seifert-Kessell, N.
(1993). Using think alouds to enhance children’s comprehension
monitoring abilities. The Reading Teacher, 47, 184-193.
Duffy, G.
G., Roehler, L. R., & Herrmann, B. A. (1988). Modeling
mental processes helps poor readers become strategic
readers. The Reading Teacher, 41, 762-767.
Yopp, H. (1995). Read-aloud
books for developing phonemic awareness: An annotated bibliography.
The Reading Teacher,
48, 538-542.
References
Artley, S. A. (1975). Good teachers of reading – Who
are they? The Reading Teacher, 29, 26-31.
Beck, I., McKeown, M.
(2001) Text Talk: Capturing the Benefits of Read Aloud Experience
for
Young Children. The Reading
Teacher, 55,
10-20.
Cunningham, P. M. & Allington,
R. L. (2003). Classrooms that work: They
can all read and write (3rd ed.). Boston,
MA: Pearson.
Hoffman, J., Roser, N., Battle,
J. (1993) Reading Aloud in Classrooms: From the Model
Toward
a “Model.” The Reading
Teacher,
46, 496-503.
Palmer, B. M., Codling, R.
M., & Gambrell, L. B. (1994). In
their own words: What elementary students
have to say about motivation
to read. The Reading Teacher, 48, 176-179.
Rasinski,
Timothy. (2003) The Fluent Reader:
Oral Reading Strategies for Building
Word
Recognition, Fluency,
and Comprehension. New York, NY: Scholastic
Professional Books.
Worthy, J., Broaddus,
K., & Ivey, G. (2001). Pathways to independence:
Reading, writing, and learning in grades
3-8. New York: Guilford Press.
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