On October 23rd, 2014, we updated our
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Student interactions provide insight into their understandings of the text (Maloch & Beutel, 2009; Pantaleo, 2007; Wiseman, 2011).
Students are able to rehearse new ideas and strategies (Maloch &Beutel, 2009; Pantaleo, 2007).
Together the group co-constructs the meaning of the text (Maloch &Beutel, 2009; Pantaleo, 2007).
Implications and Conclusions
Text and environment matter!
create a safe and supportive environment
Repeated readings allow for deeper understanding
pause for thinking and comments
Include vocabulary instruction to boost comprehension
Take the talk beyond the facts
Resources Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wiklinson, I. A. (1985). Becoming a nation of readers: The report of the commission on reading. Illinois:University of Illinois. Beverly, B. L., Giles, R. M., & Buck, K. L. (2009). First-grade reading gains following enrichment: Phonics plus decodable texts compared to authentic literature read aloud. Reading Improvement, 46(4), 191-205. Brabham, E. G., & Lynch-Brown, C. (2002). Effects of teachers’ reading-aloud styles on vocabulary acquisition and comprehension of students in the early elementary grades. Journal of Educational Psychology, 94(3), 465-473. De Jong, M. T., & Bus, A. G. (2004). The efficacy of electronic books in fostering kindergarten children’s emergent story understanding. Reading Research Quarterly, 39(4), 378-393. Furtado, L. (2008). A read-aloud cross-age service learning partnership using multicultural stories. Reading Matrix: An International Online Journal, 8(2), 1-18. Iyengar, S., Sullivan, S., Nichols, B., Bradshaw, T., & Rogowski, K. (2007). To read or not to read: A question of national consequence . Washington: Office of Research & Analysis.
Resources Continued Maloch, B., & Beutel, D. D. (2009). “Big loud voice. You have important things to say”: The nature of student initiations during one teacher’s interactive read-alouds. Journal of Classroom Interaction, 44(2), 20-29. Neugebauer, S. R., & Currie-Rubin, R. (2009). Read-alouds in Calca, Peru: A bilingual indigenous context. The Reading Teacher, 62(5), 396-405. Oueini, H., Bahous, R., & Nabhani, M. (2008). Impact of read-aloud in the classroom: A case study. Reading Matrix: An International Online Journal, 8(1), 1-22. Pantaleo, S. (2007). Interthinking: Young children using language to think collectively during interactive read-alouds. Early Childhood Education Journal, 34(6), 439- 447. Segers, E., Takke, L., & Verhoeven, L. (2004). Teacher-mediated versus computer-mediated storybook reading to children in native and multicultural kindergarten classrooms. School Effectiveness and School Improvement, 15(2), 215-226. U.S. Department of Education. (1993). Kindergarten classrooms and activities. Retrieved July 6, 2011, from National Center for Education Statistics Web site: http://nces.ed.gov/surveys/frss/publications/93410/index.asp?sectionid=6 Wiseman, A. (2011). Interactive read alouds: Teachers and students constructing knowledge and literacy together. Early Childhood Education Journal, 38, 431-238.