Research Paper On Reading Aloud

By pausing at words that the students do not know and breaking them down the students will gain experience that will allow them to work on this practice independently. We set this up as a gradual release of responsibility, beginning the exercise with a teacher model of how to break down a word. We will then break down a list of words into parts and have students repeat these breakdowns before practicing it themselves. Before diving into the reading, we will go over sentences that have these practice words and have the student, together, repeating the sentences after us. This ensures that students gain practice reading the word in sentences, rather than as an individual word before performing their whisper reads.

It is one of the most important strategy teachers can do with a child. Interactively reading aloud to children has them actively involved in the process. A teacher has the children asking questions and making a prediction. Shared reading helps the students build a framework to draw attention to vocabulary. This read aloud strategy should have carefully thought-out questions. For example, a shared reading activity for Chicka Chicka Boom Boom: First, point out the cover of the book. One should point to the words as you read the title, the authors, and the illustrator. According to the Resource in Early Learning, Chicka Chicka Boom Boom has a lively musical rhythm. As you read, emphasize the beat and rhythm of the words. Have the children join in the lines that repeat. It is also important to point to each letter as you read. After reading the book ask questions such as, “What happens when all the letter get to the top of the tree” or “Let’s count the

According to Gillanders and Castro, that by listening to stories students can learn about written syntax and vocabulary which then leads them to develop phonological awareness and concepts of print (2011). Students will begin to further learn about what the beginning of a sentence is, what the ending is, and about punctuation through their extension activity. Stanovich states that read alouds expand children’s vocabularies since they will be exposed to words in books that they do not use regularly (as cited in Temple, Ogle, Crawford, Freppon, & Temple, 2017). As discussed in paragraph two, Strega Nona has multiple words that 1st grade students do not use on a daily basis. The read aloud is interactive so the lesson will be student oriented, with questions being asked to hear what students are thinking as the story

In a similar study by Pentimonti and Justice (2009), preschool teachers used scaffolds as a way to gain language and literacy ideas that may be significant to children who are struggling. This method will help struggling children to be more effective. When the whole group read aloud, the teacher used high and low support scaffolds. Teachers used videotaped classroom surveillance to conduct whole group read aloud sessions in their respective classroom. Young students figure out how to discuss words, stories and characters, and answer questions about these components of the content through the joint read-aloud communication. Perusing resoundingly gives a connection through which adults and kids share a joint subject center which bears an open

Learning to read is beginning to develop earlier in elementary grades. Students are expected to be emergent readers by the time he or she leaves kindergarten and enters first grade. If a child is not, he or she is labeled as being behind. According to Hughes (2007) emergent readers are using early reading strategies in consistently, read easy patterned text, retell text with simple storyline, and respond to text at a literal level. Hughes (2007) also says literacy develops in young children through play, daily conversation and interactions with text of all kinds. Many children come with emergent literacy skills; can recognize signs and labels, scribble letters, retell stories by pointing at pictures and talking about them, and some have varying degrees of phonemic and phonological awareness. This essay will define and explain implication for each theory in learning to read.

The intervention used first was the Peer-Mediated instruction with repeated reading (PRR). During this phase, the students were seated across from each other. The students were then given a copy of the passage, one in which to read, and the other in which to mark the time and note any errors observed, along with a stopwatch. Both students began reading from the selected text for the pair for a duration of twenty minutes at the beginning of the class. Next, the “paired reading” time consisted of each student taking turns reading using only a whisper. To ensure the fidelity of the intervention, measures were taken to ensure that one student didn’t have to be the first reader every time. During the read aloud, the student who wasn’t reading would follow protocol and read the following sentence “Stop. That word is _______. What word? Yes, ________. Please read that sentence again.” After the paired reading time, the reader would then be asked to read

The purpose of this study was to investigate if small-group instruction as an addition to the Read Aloud Curriculum could improve 1st grade student’s scores in vocabulary knowledge, comprehension through retelling a narrative and retelling learned facts from an expository text.

. ." (2001, p.16), his instructor may allow him to choose from interesting, but still pre-selected articles that are slightly, "beyond [his] comfort zone and then provide support . . ." to build up his vocabulary (2001, Tomlinson & Hutchinson, p.45). Additionally, "read-alouds" (2003, Hirsch, p.21) help students develop their oral vocabulary skills, improve their existing reading vocabulary, and their comprehension. A Read-aloud with Dustin, supported with a discussion and a lesson built around the selection will round-out his comprehension over time.

This resource had been created to encourage a child to learn to read through play. It is in the form of a game and it is aimed at helping a child repeat the words that extra practice is needed from a book that has been read. The resource created is a game that incorporates play and praise in which are essential skills to support a child that is learning something new. Games enable all children to develop skills without pressure and are particularly important for children who may be less confident (Lindon, 1993). The ‘Let’s Read’ game can be used for a variety of ages as the words can be changed and personalised depending on the child’s reading ability. This game is a good way of helping to teach a child to read and improve on words that they struggle with because it is taught by learning through play, therefore the child is less aware they are learning and it is a fun way to practice. The child is also receiving praise and reward through the star reward sheet that comes with the game. By

Overall, the read aloud lesson was a great experience in which I learned many aspects about myself. I believe that conducting more read aloud lessons would help me improve in tone and fluency for reading. Also, in my opinion, an interactive read aloud is a great way to assess students’ knowledge of the central message of a book. I will use the interactive read aloud lesson in my future classroom ever change I get to help my students be

Two strategies I witnessed firsthand in my field placement, but were deemed ineffective were Teacher Read-Alouds and Round-Robin Reading. Choosing these to as unsuccessful is polarizing, because Teacher Read-Alouds are usually characterized as effective, whereas Round-Robin Reading is considered an outdated method. In fact, McLaughlin states that one of all educators’ main goals should be to eliminate this “dated method of reading” from all classrooms (141). While these strategies were both deemed ineffective, they were used in very different scenarios and the Read-Aloud was not the teacher’s choice.

During our field observations this semester we were given the opportunity to lead a read aloud in the pre-k classroom we were in. It was challenging and exciting chance to be interactive with the students and they be interactive with me. My impressions of my read aloud is that I did a “good enough” job to keep the children engaged, and feel as if they were learning, not just listening. I feel that I could have done a better job with many things, but with the setting, and limitations that felt I was in, I believe I did a well enough job to have a successful read aloud in a real classroom setting. One key however, to my success was the worksheet we were given, planning for an interactive read aloud. I was able to use this to my advantage, and be prepared for what needs to be introduced prior to reading, what needs to be done to make sure I along with the students were being active readers, and being ready with a closing to wrap-up what was taught during the reading.

When students enter into the kindergarten classroom, they are greeted with a plethora of new knowledge that they may have previously not had exposure, such as phonics, phonemic awareness, fluency, comprehension, and vocabulary. Within these, vocabulary is often a major struggle for many children in kindergarten. Young children are often exposed to vocabulary through conversations, but not in a manner of teaching it explicitly. Through this literature review it was my goal as a researcher to find primary studies that focused on high quality instruction in the field of emergent vocabulary, especially in the kindergarten classroom. This topic came into fruition through wanting to understand literacy practices in kindergarten classrooms, since the implementation of Common Core State Standards.

Swanson et al. (2011) conducted a meta-analysis, A Synthesis of Read-Aloud Interventions on Early Reading Outcomes Among Preschool Through Third Graders at Risk for Reading Difficulties, to determine which interventions were the most useful for preschoolers to third graders who were at risk for reading difficulties. Their research examined the effects of five read-aloud interventions, which included: dialogic reading, repeated reading, limited questioning, computer assisted, and extended vocabulary (pg. 261).

When data from students who had average accuracy and fluency scores, but lower comprehension scores were compared to data from those with similar accuracy and fluency but average comprehension, the consistent differences were found to be lower oral language and vocabulary skills in the poor comprehenders upon entry into formal schooling. (Nation, Cocksey, Taylor & Bishop) Thousands of dollars each year are spent on intervention, trying to improve the reading of children that show delays. When one reads, the clear goal is comprehension of what is read. Without communication of ideas between the author and reader, decoding texts is pointless. Most intervention programs are focused on phonics and word decoding. Oral language interventions concurrent with vocabulary and comprehension tasks at age eight have been shown to lead to significant improvements in reading comprehension. (Nation, et al., 2010). Reading comprehension is not merely a product of being able to decode words and sentences. How we teach children to process and integrate the ideas found in text can have a large impact on their ability to function in a world of ever expanding knowledge and information.