Why Read
Aloud to
Paige Hauser and Tiffany
Spring 2012
RE 5710
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
Optimizing the Read
Aloud Experience
Hoffman, J. L. (2011). Co-constructing Meaning:
Interactive Literary Discussions in Kindergarten ReadAlouds. 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
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.
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
Supporting Vocabulary
 Rich
instruction is the best method when
teaching vocabulary
 Scaffold from previously learned
 Students apply learned vocabulary to
support comprehension and speak
Critical Literacy
Understanding the benefits of multi-cultural literacy
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
 Provides exposure to many types of literature,
while teaching them to think critically about
stories read
Critical Literacy and MultiCultural 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
 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.
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.
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 ReadAlouds 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):2227. Available from: Education Research Complete,
Ipswich, MA. Accessed March 1, 2012.

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