Reading aloud to children stands is an important pedagogical practice, yet its value often goes unrecognized amidst the hustle of covering the curriculum. Far from being a mere luxury or a “nice-to-have” addition to the school day, reading aloud is a potent pedagogical tool, proven by research to enrich language development, cognitive skills, and emotional intelligence. This activity opens doors to new worlds, ideas, and perspectives, fostering a lifelong love for reading and learning.
I have recently started a series of research-based blog posts on the concept of reading aloud, from unveiling its myriad benefits to sharing effective strategies for engaging young minds. Today, we continue this journey by focusing on practical and impactful tips for reading aloud.
The purpose behind this series is to revive the cause of reading aloud in educational settings. I want to help in dispelling the myth that reading aloud is a waste of instructional time. On the contrary, it’s a foundational activity that supports and enhances instructional goals, bridging gaps in understanding and making learning more accessible and enjoyable for all students.
Reading Aloud Tips for Teachers
Drawing from the insights provided by Lane and Wright (2007), along with Teale (2003) and Dickinson et al. (2003), here’s a a synthesized list of some important reading aloud tips for teachers (and parents):
1. Strategic Timing
Dedicating time to read aloud isn’t just about squeezing it into the schedule but making those moments count. Reflecting on Teale’s (2003) advice, it’s not merely the duration but the quality of the engagement that transforms reading into a rich, educational experience. Whether it’s in a bustling classroom or a quiet corner of the home, finding the right time means ensuring that both the reader and the listeners are fully present, ready to embark on a literary journey together.
Example: Consider scheduling read-aloud sessions after recess or lunch, times when students might need help transitioning back to a focused learning environment. Reading aloud can serve as a calming activity that re-engages students’ attention. For instance, a teacher could introduce a chapter book and read a chapter each day after lunch, turning it into a daily ritual that students look forward to.
2. Curated Selections
The choice of literature is pivotal. Opt for books that are not only well-crafted but also resonate with your audience. Engaging characters, riveting plots, and opportunities for readers to model fluent reading can turn a simple read-aloud session into an immersive adventure. This selection process is more art than science, blending intuition with insight into the audience’s interests and needs.
Example: If you’re exploring themes of courage and friendship in your curriculum, choose books like “Charlotte’s Web” by E.B. White for younger readers or “Wonder” by R.J. Palacio for older students. These selections offer rich narratives for modeling fluent reading and provide ample opportunities for discussing the themes in relation to students’ lives. Engaging in discussions about the characters’ journeys can help students connect with the text and each other.
3. Creating an Inviting Space
Dickinson and colleagues (2003) emphasize the importance of a designated reading nook that’s both welcoming and comfortable. This special spot in the classroom or at home should be a sanctuary for stories, where imagination takes flight. It’s about creating an environment that beckons children into the world of books, making reading an eagerly anticipated part of the day.
Example: Transform a corner of your classroom into a cozy reading nook with comfortable seating, such as bean bags or cushions, and good lighting. Decorate the area with posters of book covers or literary quotes to inspire curiosity. This designated spot can become a sanctuary for storytelling, where every student feels comfortable and eager to listen and participate.
4. Integration Across the Curriculum
Far from being an isolated activity, read-aloud sessions should weave seamlessly into the broader educational tapestry. Aligning books with curriculum goals enriches learning, making it more coherent and meaningful. By drawing connections across different texts and subjects, teachers and parents can foster a deeper understanding and appreciation of the material.
Example: When studying a unit on ecosystems in science, incorporate read-alouds like “The Great Kapok Tree” by Lynne Cherry. This story can help students understand the importance of rainforests and biodiversity. Following the read-aloud, students could engage in a project where they create their own ecosystem in a bottle, drawing direct connections between the story and the science lesson.
5. Beyond the Book
Extending the narrative beyond its pages, through follow-up activities, discussions, and projects, enhances comprehension and retention. This approach not only solidifies what was read but also encourages critical thinking and creativity, turning listeners into active participants in the story.
Example: After reading “The Lorax” by Dr. Seuss, a book that deals with environmental conservation, extend the learning by organizing a class project to plant trees or start a recycling program at school. This not only reinforces the message of the book but also empowers students to take action based on what they’ve learned, making the read-aloud experience truly impactful.
6. Adopting Research-Based Methods
Embracing strategies grounded in solid research maximizes the effectiveness of read-aloud sessions. This commitment to evidence-based practices ensures that these precious moments of shared reading are as beneficial as they are enjoyable.
Example: Utilize the “think-aloud” strategy, where the reader shares their thought process while reading the book aloud, making predictions, visualizing the story, and asking questions. This method can be particularly effective with a book like “Mystery on Pine Lake” by Tamra Wight for middle-grade students, where the reader can model thinking through clues and predicting what might happen next. This encourages students to engage actively with the text and develop their inferential thinking skills.
Should We Continue Reading Aloud Beyond Basic Literacy?
Jim Trelease (1989) highlights a crucial yet frequently overlooked aspect of children’s literacy development: the significant gap between their reading and listening levels. He points out that children, even those as young as first graders, can comprehend spoken language that is several grade levels above their reading capabilities.
This insight underscores the importance of continuing to read aloud to children, even after they have learned to read by themselves. By using examples like “The Cosby Show,” Trelease demonstrates that complex narratives and vocabulary, far beyond a child’s reading ability, are easily understood when listened to.
This disparity suggests that children can benefit from being read books that are much more advanced than what they could tackle on their own, fostering a deeper understanding and appreciation for stories and language.
Continuing to read aloud to children not only supports their comprehension skills but also sparks an interest in reading and stories that might not be kindled through independent reading alone. Trelease argues that this practice should extend beyond the early reading years, given that the convergence of reading and listening levels doesn’t occur until around eighth grade, and even then, only for those reading at grade level.
Reading complex texts aloud to children can expose them to rich language and stories, encouraging curiosity, enhancing vocabulary, and promoting a lifelong love of reading. This approach, far from being redundant once a child can read, is a powerful tool in enriching a child’s educational journey, highlighting the continued value of shared reading experiences well into their academic development.
Concluding thoughts
So, as I have repeated stated, reading aloud to children is not merely a teaching strategy; it’s a tool that can transform passive listeners into active participants in their own learning journey, fostering a deep, enduring love for reading.
The tips I’ ve shared here are designed to inspire educators and parents alike to incorporate reading aloud into their daily routines, not as an afterthought, but as a priority. By carefully selecting engaging texts, creating inviting spaces for reading, and extending the discussion beyond the pages of a book, we can unlock the full potential of this pedagogical practice.
Let’s challenge the misconception that reading aloud is a luxury we can’t afford in today’s fast-paced educational environment. The benefits—enhanced comprehension, expanded vocabulary, and stronger emotional connections—are too significant to ignore. Reading aloud deserves a central place in our educational framework, proving time and again to be a worthwhile investment in the future of our students.
References
- Dickinson, D.K., McCabe, A., & Anastasopoulos, L. (2003). A framework for examining book reading in early childhood classrooms. In A. van Kleeck, S.A. Stahl, & E.B. Bauer (Eds.), On reading books to children: Parents and teachers (pp. 95-113). Mahwah, NJ: Erlbaum
- 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
- Teale, W.H. (2003). Reading aloud to young children as a classroom instructional activity: Insight from research and practice. In A. van Kleeck, S.A. Stahl, & E.B. Bauer(Eds.), On reading books to children: Parents and teachers (pp. 114-139). Mahwah, NJ: Erlbaum.
- Trelease, J. (1989). Jim Trelease Speaks on Reading Aloud to Children. The Reading Teacher, 43(3), 200–206. http://www.jstor.org/stable/20200338
