Why Read Aloud to Students?

1. Why Read Aloud to Students? Paige Hauser and Tiffany Moore Spring 2012 RE 5710

2. Our Interest • Research to support the importance of read aloud • Information about read aloud to foster student interest in reading • Benefits of using multi-cultural literature • Effective methods for read aloud instruction

3. Optimizing the Read Aloud Experience

4. Hoffman, J. L. (2011). Co-constructing Meaning: Interactive Literary Discussions in Kindergarten Read-Alouds. Reading Teacher, 65(3), 183-194. • Identified 4 instructional supports for helping students achieve higher order interpretations of text: • Encourage Student Talk • Strategically help students recapture meaning when misconceptions arise • Help students interpret text without imposing their ideas • Shift focus from literal to interpretive

5. Repeated Read Aloud • 1st Read Aloud-Children are listeners and contribute very little. • 2nd Read Aloud-Read the story and delve deeper, going beyond story elements. • 3rd Read Aloud-Review vocabulary words. Students are able to use analytic talk when discussing the story, instead of simply retelling the events.

6. Non-fiction Read Aloud • Know your objectives • Use a variety of non-fiction subgenres • Ask open-ended questions • Follow-up with writing activities • Teach listening skills • Help students identify genre before reading • K-W-L charts • Model non-fiction retells and then shift to

7. Supporting Vocabulary Growth • Rich instruction is the best method when teaching vocabulary • Scaffold from previously learned vocabulary • Students apply learned vocabulary to support comprehension and speak expressively

8. Critical Literacy Understanding the benefits of multi-cultural literacy

9. Benefits of Critical Literacy • Develop a deeper understanding of the world around, particularly social topics • Develop a voice on important social issues • Make critical connections to read aloud texts, which sharpens their thinking and reasoning skills • Provides exposure to many types of literature, while teaching them to think critically about stories read

10. Critical Literacy and Multi-Cultural Texts • Student awareness increased about “values, beliefs and social practices of cultures other than their own” (Evans, 97). • Developed a deeper understanding and appreciation of their own culture • Developed a deeper understanding of issues related to prejudice, bias, and tolerance

11. References • Evans, S. (2010). The Role of Multicultural Literature Interactive Read-Alouds on Student Perspectives Toward Diversity. Journal Of Research In Innovative Teaching, 3(1), 92-104. • Hoffman, J. L. (2011). Coconstructing Meaning: Interactive Literary Discussions in Kindergarten Read-Alouds. Reading Teacher, 65(3), 183-194.

12. References, Continued • Maynard, K. L., Pullen, P. C., and Coyne, M. D. (2010). Teaching vocabulary to first-grade students through repeated shared storybook reading: A comparison of rich and basic instruction to incidental exposure. Literacy, Research and Instruction, 49, 209-242. • McGee, L. M., & Schickedanz, J. A. (2007). Repeated interactive read-alouds in preschool and kindergarten. Reading Teacher, 60(8), 742-751. • Meller W, Richardson D, Hatch J. Using Read-Alouds with Critical Literacy Literature in K-3 Classrooms. YC: Young Children [serial online]. November 2009;64(6):76-78. Available from: Education Research Complete, Ipswich, MA. Accessed February 19, 2012.

13. References Continued • Press, M., Henenbers, E., & Getman, D. (2011). Nonfiction Read Alouds: The Why of and How To. California Reader, 45(1), 36-43. • Santoro, L., Chard, D. J., Howard, L., & Baker, S. K. (2008). Making the Very Most of Classroom Read-Alouds to Promote Comprehension and Vocabulary. Reading Teacher, 61(5), 396-408. • Shedd M, Duke N. The Power of Planning Developing Effective Read-Alouds. YC: Young Children [serial online]. November 2008;63(6):22-27. Available from: Education Research Complete, Ipswich, MA. Accessed March 1, 2012.