3 Key Read Aloud Strategies for Young Learners

The art of reading aloud to children is a cherished tradition, known for its profound impact on language development, comprehension skills, and a lifelong love for literature. However, not all read-aloud practices harness the full potential of this interactive experience.

In the seminal paper by Lane and Wright (2007) titled “Maximizing the Effectiveness of Reading Aloud,” a comprehensive exploration into how read-aloud strategies can be optimized to support young readers is presented.

Drawing inspiration from their insightful research, this post delves into three pivotal read-aloud strategies: Dialogic Reading, Text Talk, and Print Referencing. Each method offers a unique approach to engaging children in the narrative, enhancing vocabulary, and fostering an early interest in the mechanics of reading.

By integrating these strategies into read-aloud sessions, educators and caregivers can transform passive listening into an active learning adventure, paving the way for children to become not just proficient readers, but passionate ones as well.

Read Aloud Strategies

In their research paper “Maximizing the Effectiveness of Reading Aloud,” Lane and Wright discussed three key read-aloud methods: dialogic reading, text talk, and print referencing. The following is a quick review of each of these methods:

1. Dialogic Reading

Dialogic reading, a method developed by Whitehurst and colleagues (e.g., Arnold et al., 1994; Whitehurst et al., 1999) revolutionizes the traditional read-aloud experience by turning children from passive listeners into active participants in the storytelling process. This approach is built on three foundational principles: encouraging children to engage actively with the text, modeling more sophisticated language through feedback, and progressively challenging their understanding to enhance cognitive and linguistic skills.

Originally designed for preschoolers, dialogic reading, as Lane and Wright contend, is beneficial for older children as well, emphasizing interaction through specific prompts like “what” questions, open-ended inquiries, and prompts that connect the story to the child’s personal experiences. These strategies aim to deepen comprehension and foster a love for reading by making each book a dialogic journey that expands the child’s language and thinking skills.

By shifting the focus from merely reading to children to engaging them in a dialogue about the story, dialogic reading fosters an interactive environment where learning is enhanced. It also promotes active learning, language development, and critical thinking skills.

Dialogic reading encourages educators and parents to use a variety of prompts to elicit children’s responses, thereby personalizing the reading experience and making it more meaningful. As children become accustomed to this interactive style, they develop a deeper connection to reading, setting a foundation for lifelong learning and curiosity.

Example of Dialogic Reading

Imagine a preschool classroom where the teacher has chosen the book “The Very Hungry Caterpillar” by Eric Carle for a read-aloud session. Following the dialogic reading method, the teacher doesn’t simply read the book from beginning to end. Instead, she pauses at strategic points to engage the children with specific prompts. Examples of these prompts include:

Completion Prompt: As the caterpillar eats through various foods, the teacher might say, “On Saturday, he ate through one piece of chocolate cake, one ice-cream cone, one pickle, one slice of Swiss cheese, one slice of salami, and one lollipop. Then he was…” and wait for the children to say “full” or “still hungry,” depending on what they recall.
Recall Prompt: After reading about the caterpillar’s feast, the teacher might ask, “Can anyone remember what the caterpillar ate first?”
Open-ended Prompt: Looking at the illustrations of the caterpillar transforming into a butterfly, the teacher might ask, “What do you think is happening to the caterpillar now?”
Wh- Prompt: When the caterpillar builds a cocoon, the teacher could ask, “Why do you think the caterpillar wraps himself in a cocoon?”
Distancing Prompt: Connecting the story to the children’s lives, the teacher might say, “Have you ever seen a caterpillar or a butterfly outside? What did it look like?”

Through these interactions, the children are not just passive listeners but active participants, using their own words to describe and engage with the story, thereby enhancing their comprehension and language skills.

2. Text Talk

Text Talk, developed by Beck, McKeown, and their team (e.g., Beck & McKeown, 2001; Beck et al., 2002) is a read-aloud strategy with a strong emphasis on enriching vocabulary among primary grade students. Unlike traditional read-aloud methods that may focus broadly on comprehension and enjoyment, Text Talk zeroes in on vocabulary development as its core objective.

Text Talk operates on the premise that in-depth discussions around the narrative and its language can serve as fertile ground for introducing and contextualizing new vocabulary. Teachers initiate this process by selecting a story, reading it aloud, and then engaging the students in a discussion that not only delves into the story’s content but also spotlights specific words for deeper exploration.

The strategic selection of these words is crucial; they should be relevant to the students’ experiences, definable in accessible language, and of practical utility in their linguistic repertoire. This approach not only aids in the acquisition of new vocabulary but also enhances students’ overall linguistic and cognitive development by making the learning process interactive and contextually grounded.

Example of Text Talk

In a first-grade classroom, the teacher selects the book “Miss Rumphius” by Barbara Cooney for a text talk session, aiming to expand the students’ vocabulary.

Pre-reading: The teacher introduces the book and tells the students that they will be learning some new words today. She highlights the words “lupines,” “conservatory,” and “wanderlust” as the focus for today’s lesson.
During Reading: As the teacher reads the story, she pauses when she arrives at the targeted vocabulary words. For “lupines,” she stops and shows a picture of the flower, explains it grows in the wild, and can be many different colors. She connects “conservatory” to a greenhouse where plants are kept, using gestures and visuals to reinforce understanding. For “wanderlust,” she describes it as a strong desire to travel and see new places.
Post-reading: After the story, the teacher engages the students in a discussion about Miss Rumphius’ adventures and how she spread lupine seeds everywhere she went. The teacher asks questions like, “Why do you think Miss Rumphius wanted to see new places? What does that tell us about her ‘wanderlust’?” and “Can you think of a place where you might find a conservatory or see lupines?”

By focusing on these words before, during, and after the reading, the teacher helps students deepen their understanding of new vocabulary in a meaningful context, encouraging them to use these words in their own sentences and discussions.

3. Print Referencing

Print referencing is a nuanced approach designed to enhance children’s awareness and understanding of written language during read-aloud sessions. Developed by Justice and Ezell (2004), this method incorporates both verbal and non-verbal cues to direct children’s attention to the text’s various elements, such as its form, features, and functions.

The essence of print referencing lies in increasing children’s metalinguistic focus, thereby fostering a deeper interest in print itself. As children begin to perceive written language as an entity worth exploring, they naturally develop a curiosity and appreciation for reading.

Print referencing strategy employs a mix of explicit and implicit cues woven seamlessly into the storytelling experience. These cues range from verbal interactions, like commenting on or asking questions about the text, to non-verbal actions, such as pointing to words or tracking the print with a finger as the story progresses.

The aim is to promote foundational literacy skills, including print concepts, word recognition, and alphabet knowledge. However, it’s important to balance the use of print referencing to avoid overwhelming young readers, ensuring that the primary joy of reading and narrative immersion isn’t lost.

Example of Print Referencing

Let’s create a scenario in a kindergarten classroom during a storybook reading session to illustrate the use of print-referencing cues based on Justice and Ezell’ s framework (2004, cited in Lane & Wright, 2007):

Title of the Book: “Goodnight Moon,” by Margaret Wise Brown and Clement Hurd

Verbal Cues:

Question about Print: As the teacher opens “Goodnight Moon,” she displays the cover to the class and asks, “Can you find the title of this book?” This prompts the children to look at the print on the cover and recognize the concept of a title as the name of the book.
Request about Print: Before starting the story, the teacher points to the top of a page and says, “Show me where I should start reading on this page.” This request helps children understand the organization of text on a page and reinforces the left-to-right direction of English reading.
Comment about Print: During the reading, the teacher comes across a sign in the illustrations that says “STOP.” She points to it and remarks, “That word is ‘stop’.” This comment draws attention to specific print within the context of the story, helping children to make connections between written words and their meanings.

Nonverbal Cues:

Pointing to Print: While reading a sentence about the children in the story finding a hidden path, the teacher points to the word “hidden” in the text. This action emphasizes the word and its role in the narrative, encouraging children to notice print and its meaning.
Tracking Print: As the teacher reads aloud about the adventures in the magic garden, she consistently tracks her finger under the words. This continuous motion guides the children’s eyes across the page, demonstrating the flow of reading and reinforcing the concept of tracking print from left to right.

By incorporating these verbal and nonverbal print-referencing cues, the teacher not only enhances the children’s engagement with the story but also focuses their attention on the characteristics and functions of print. This method is instrumental in developing early literacy skills, such as print awareness, vocabulary, and the understanding of text conventions, setting a strong foundation for becoming proficient readers.

Concluding thoughts

The journey of reading with children is much more than sharing stories; it’s about actively engaging young minds in the rich tapestry of language and literacy. Drawing from the foundational work of Lane and Wright (20070, we’ve seen how Dialogic Reading, Text Talk, and Print Referencing each play a unique role in enhancing the read-aloud experience.

Incorporating these strategies into daily reading sessions can significantly impact children’s literacy development, setting them on a path of lifelong learning and curiosity. As educators, parents, and caregivers, our role is to nurture this journey, ensuring that each child feels the joy and power of language.

References

Arnold, D. H., Lonigan, C.J., Whitehurst, G.J, & Epstein, J.N. (1994). Accelerating language development through picture book reading: Replication and extension to a videotape training format. Journal of Educational Psychology, 86, 235-243.
Beck, J.L., & McKeown, M.G. (2001). Text talk: Capturing the benefits of read-aloud experiences for young children. The Reading Teacher, 55, 10-20.
Justice, L.M., & Ezell, H.K. (2004). Print referencing: An emergent literacy enhancement strategy and its clinical applications. Language, Speech, and Hearing Services in Schools, 35, 185-193.
Lane, H. B., & Wright, T. L. (2007). Maximizing the Effectiveness of Reading Aloud. The Reading Teacher, 60(7), 668–675. http://www.jstor.org/stable/20204520
Whitehurst, G.J., Zevenbergen, A.A., Crone, D.A., Schultz, M.D., Velting, O.N., & Fischel, J.E. (1999). Outcomes of an emergent literacy intervention from Head Start through second grade. Journal of Educational Psychology, 91, 261-272.