Reading Aloud

The study aims at investigating the role of reading aloud on English as foreign language for learners in improving reading and pronunciation at basic level schools. The study used the descriptive analytical method. In order to examine the hypotheses, the study used a questionnaire as a tool for collecting needed data. The questionnaire was distributed randomly to fifty English language teachers at private schools in Bahary locality. The data was analyzed by using SPSS program. The study came up with results that reading aloud is beneficial to develop and promote pupils reading, as well as improving their pronunciation. The study mentioned some recommendations and suggested some points of studies which can convene futurity.

Research conducted among student teachers during three academic years (2010-2011; 2011-2012 ; 2012-2013) at Israel’s Levinsky College of Education sought to ascertain (a) the extent of implementation of repeated picture-book reading (RPBR) with preschool groups each academic year ; (b) how does the implementation of RPBR progress throughout the years of the study ? (c) students’ understanding of the value of RPBR; and (d) the perceived benefits and difficulties of RPBR by student-teachers. Of approximately 250 students who completed questionnaires each semester, most report that they regularly perform RPBR – implementation in 2013 was 96% for students in the four-year academic program and 100% for those in the two-year, teacher certification program. Inclusion of children experiencing language, social, behavioral or other difficulties in these groups was high (around 77%) from the second year of studies. Content analysis of responses to the open questions led to defining reflective categories that reveal the students’ conceptual understanding of RPBR. Overall, 40% of the responses in 2013 were defined as showing either a “narrow” or “extended” understanding compared with 37% in 2012 and 20% in 2011.

The article provides teachers with explicit support for planning and implementing interactive read-aloud for social justice that is responsive to the needs of their own students. The authors present how to choose appropriate high-quality books and use a template for responsive planning with their children in mind. They share an implementation of an interactive read-aloud that demonstrates how responsive teaching builds exploratory talk to develop children’s co-construction of knowledge for the dialectic expression of reading the word and reading the world.

This article presents the results of a research study based on two language teaching techniques, drilling and color-coding, and their effect on the correct pronunciation of the past tense phonemes /t/, /d/, and /ɪd/ in regular verbs in simple past tense when reading aloud; the population of this study was composed of twelve young adults. Qualitative and quantitative data from two instruments: an identification tally sheet and a questionnaire were gathered. The results obtained in the pre and post-test (identification tally sheet) and the performance of the participants from the experimental groups (B and C) showed that there was a positive impact on the accurate production of the past tense phonemes when reading aloud. Lastly, this research study provides evidence to claim the teaching of drilling and color-coding techniques are useful to pronounce the past tense phonemes /t/, /d/, and /ɪd/ in regular verbs correctly.

La ricerca sulla pratica didattica della lettura ad alta voce si è arric-chita, negli ultimi decenni di una serie di contributi tesi a determi-nare i diversi tipi di vantaggi ed effetti di questa pratica. La prevalenza di studi di impronta psicologica, interessata più alla meccanica dell'effetto e dunque alla ricerca di tipo laboratoriale, attenta alla composizione casuale dei gruppi o all'osservazione individuale, è stata, piano piano affiancata, da quella educativa che con un ap-proccio ecologico valuta gli effetti e l'impatto di questa pratica di-dattico educativa in contesti reali, quindi in classi e sezioni, con educatrici, educatori e insegnanti come lettori, perché interessata a una generalizzazione contestualizzata, capace di rispondere ai bisogni emergenti dal campo e a orientare le pratiche. Ciò che avviene in una classe, attraverso la condivisione di più storie, se avviene con co-stanza, è difficile da spiegare e profondamente differente da ciò che avviene individualmente o in una relazione duale. Ad esempio tra le cose che già sappiamo è che la percezione comune di studenti e in-segnanti, rispetto alla pratica quotidiana di lettura ad alta voce dell'insegnante in classe, è quella di un clima migliore, di una comunicazione più fluida, di una migliore capacità di comprensione degli altri, di una qualità relazionale intragruppo e tra il gruppo e l’insegnante, notevolmente cresciuta. Già in questa dimensione si trova una dimensione di cura e relazione che non può reperirsi in qualsiasi pratica di tipo laboratoriale.

Bu araştırmada resimli öykü kitaplarının ve okul öncesi öğretmenlerinin büyük grup
etkinliği olarak gerçekleştirdikleri kitap okuma etkinliklerinin niteliği ile okul öncesi
eğitim alan alt sosyoekonomik düzeydeki beş yaş çocukların alıcı ve ifade edici dil
sözcük bilgileri ve dil gelişimleri arasındaki ilişki incelenmiştir. Araştırma alt
sosyoekonomik düzeyde beş yaş grubundaki 181 çocuk ve 21 okul öncesi
öğretmeni ile gerçekleştirilmiştir. Çocukların alıcı ve ifade edici dil sözcük bilgisi
düzeylerini belirlemek için TİFALDİ; alıcı ve ifade edici dil gelişimi düzeylerini
belirlemek için ise TEDİL ölçekleri kullanılmıştır. Öğretmenlerin kitap okuma
etkinliklerini değerlendirmek için araştırmacı tarafından Kitap Okuma Etkinliği
Öğretmen Değerlendirme Formu (KOD) geliştirilmiş; kitap merkezinde yer alan ve
etkinlik sırasında okunan resimli öykü kitaplarını değerlendirmek için araştırmacılar
tarafından geliştirilen Resimli Öykü Kitaplarını Değerlendirme Ölçeği kullanılmıştır.
Araştırmanın sonuçlarına göre resimli öykü kitaplarının ve kitap okuma etkinliklerinin
nitelikleri kısmen yeterli olarak bulunmuştur. Alt sosyoekonomik düzeydeki
çocukların devam ettikleri okul öncesi eğitim kurumlarında resimli öykü kitaplarının
niteliğinin ve kitap okuma etkinliklerinde, çocukların alıcı ve ifade edici dillerinin
öğretmenler tarafından desteklenmesinin ve uygun etkinlik ortamlarının
oluşturulmasının niteliği ile çocukların alıcı ve ifade edici sözcük bilgileri ve dil
gelişimleri arasında istatistiksel açıdan anlamlı ve pozitif bir ilişki bulunmuştur.
Öykünün etkili okunmasının niteliği ile alıcı ve ifade edici sözcük bilgisi ve dil gelişimi
arasında ise istatistiksel olarak anlamlı ilişki bulunamamıştır. Beş yaş çocuklarının
sözel dil performansını anlamlı olarak yordayan değişkenlerin sırasıyla ailenin aylık
geliri, ailenin çocuğa kitap okuma sıklığı, çocuğun alıcı dil sözcük bilgisi, çocuğun
ifade edici dil sözcük bilgisi ile öğretmenin ifade edici dili destekleme puanları olduğu
sonucuna ulaşılmıştır.
Anahtar sözcükler: okul öncesi eğitim, kitap okuma etkinlikleri, alıcı dil gelişimi,
ifade edici dil gelişimi, sözcük bilgisi, resimli öykü kitapları, çocuk edebiyatı

AN EXAMINATION OF THE RELATIONSHIP BETWEEN THE QUALITY OF PICTURE STORY BOOKS’ & READ ALOUDS’ AND LANGUAGE DEVELOPMENT OF 5 YEAR OLD CHILDREN
In this research it is aimed to examine the relationship between the qualities of read aloud activities and the picture story books with the receptive and expressive vocabulary and language development of 5-year-old children having pre-school education in a lower socioeconomical status. The research was applied with 181 children in 5 years old and 21 pre-school teachers. TIFALDI scale was used to determine the receptive and expressive vocabulary and TEDIL scale was used to determine the development of receptive and expressive language development. The Read Aloud Teacher Assessment Form was developed by the researcher to assess the read aloud activities and the Picture Story Book Assessment Scale was used to assess the picture story books read during the activity and in the book center. There is a statistically meaningful and positive relation between the quality of the supporting the children by the teachers and providing proper education environment with the receptive and expressive vocabulary and language development in the read aloud activities and quality of the picture story books. But there is not a statistically meaningful and positive relation between the quality of reading the book effective with the receptive and expressive vocabulary and language development. It is concluded that the variables predicting the spoken language performance of the 5-year-old children are, the monthly income of the family, the book reading frequency of the family to the child, the receptive vocabulary and the expressive vocabulary of the child and the supporting points of the teacher for the expressive language respectively.
Keywords: preschool education, read aloud, receptive language, expressive language, vocabulary, picture story books, children’s literature

In this article, I explore the potential of picturebooks for inspiring the social imagination. Drawing on collaborative inquiries with four elementary teachers in the United States who intentionally incorporated diverse picturebooks, many with global themes, into their teaching, I identify four features of instructional practice with picturebooks that promote what I call “reading radiantly.” Through illustrative vignettes, I provide a descriptive account of how the teachers placed picturebooks at the center of their curriculum in order to cultivate the social imagination in the following ways: selecting texts that broaden the imaginative landscape; encouraging students to attend to the aesthetic attributes of picturebooks; nurturing reading as an act of creativity; and creating space for agency and activism. Within these complex times, I argue that picturebooks can play vital roles in classrooms to help us attune not only to the beauty in the world, but also to our relationships to others and to our responsibilities in light of social inequalities.

همواره یک حساسیت خاص نسبت به توانایی خواندن دانش‌آموزان در دوره‌های گوناگون تحصیلی وجود داشته و این بدان معنا نیست که آنها سواد خواندن ندارند، بلکه بدین معناست که نمی‌توانند آنچه را می‌خوانند برای دیگران توضیح دهند یا به دیگران بفهمانند. به عبارت دیگر می‌خوانند، ولی نمی‌فهمند زیرا یکی از شاخص‌های فهمیدن آن است که بتوانیم چیزی را که فهمیده ایم به زبان خود برای دیگران بیان کنیم. آموزش درک مطلب در نظام آموزشی قدیم از طریق روش‌ها و ابزارهای مناسب این کار، به سالهای بعد از پایه‌ی چهارم ابتدایی موکول می‌شد. اما دیگر چنین نیست و از همان سال‌های آغازین دوره‌ی ابتدایی و حتی پیش از دبستان شروع می‌شود. آواشناسی، هجی‌کردن، روانی گفتار و توانایی بیان و بالاخره، درک مطلب از عمده ترین اجزای خواندن است که امروزه کارشناسان آموزشی بر آن تأکید می‌کنند.

This article presents the results of a research study based on two language teaching techniques, drilling and color coding , and their effect on the correct pronunciation of the past tense phonemes /t/, /d/, and /ɪd/ in regular verbs in simple past tense when reading aloud; the population of this study was composed of twelve young adults. Qualitative and quantitative data from two instruments: an identification tally sheet and a questionnaire were gathered. The results obtained in the pre and post-test (identification tally sheet) and the performance of the participants from the experimental groups (B and C) showed that there was a positive impact on the accurate production of the past tense phonemes when reading aloud. Lastly, this research study provides evidence to claim the teaching of drilling and color-coding techniques are useful to pronounce the past tense phonemes /t/, /d/, and /ɪd/ in regular verbs correctly.

Czytanie na głos przez uczniów na lekcji języka obcego może być ważnym elementem praktyki dydaktycznej nauczyciela. Niestety, nauczyciele często niepoprawnie konceptualizują i operacjonalizują cele tej techniki, co prowadzi do bezrefleksyjnego stosowania jej na lekcjach i tym samym do zaprzepaszczenia korzyści, jakie może ona dać przy właściwym jej przeprowadzeniu. Niniejszy artykuł jest próbą omówienia tego problemu z pozycji refleksyjnego praktyka.

The session will begin by answering the basic question, what it means to read atext in English and the linguistic knowledge the reader is expected to possess. Then,the benefits of reading aloud will be demonstrated through a variety of texts.Mention will also be made of the theoretical base of the strategy employed.Participants will be instructed to perform live, simple reading aloud tasks and willalso be invited to share own experience of reading aloud in their classroom.

The research on the effects of teacher’s reading aloud versus students’ silent reading on reading comprehension in EFL contexts is limited. This study is significant as it is the first of its kind investigating the effects of teacher’s reading aloud versus students’ silent reading of an informational text on the surface and deep level reading comprehension of tertiary EFL students. 60 preintermediate students of English participated in the study. The research was designed as a quasiexperimental study with an experimental and a control group. The experimental group had an informational text read aloud to them by the teacher while the control group read the same text silently. Two measures were used to test the effects of treatments on reading comprehension: a multiple choice text for surface level comprehension and a phrase cloze text for in-depth comprehension. The findings showed that there was no significant difference between teacher’s reading aloud and students’ silent reading c...

Using culturally relevant texts as read alouds can contribute to an increase in reading success for minority students as well as benefit all learners regardless of cultural backgrounds. The purpose of this action research study was to intentionally increase the usage of culturally relevant texts into a balanced literacy framework raising awareness and promoting the usage of cultural texts to foster positive relationships in a productive and positive learning environment enhancing students’ experiences with literature and reading skills. The rationale was to analyze increases in positive relationships between teachers and students, reading motivation, and academic achievement. Using a series of interventions, the researcher collaborated with a third-grade classroom focusing and using the cultural classroom minority students as the target audience. Authentic texts that are culturally relevant for the target audience were used as an intervention in conjunction with observations and assessments to monitor changes in relationships, behaviors, interests, interactions, and reading progression. All students in the classroom participated and received exposure to the culturally relevant texts presented as read alouds and used to intentionally develop related tasks. At the end of the study, interest surveys, reading assessments, and field notes were analyzed to conclude changes in minority students’ relationships with their teachers, willingness and desire to read, and changes in academic achievement.

This action research study utilized a quasi-experimental pre-/post-test design to examine effect of teacher-mediated vocabulary discussions during read alouds. Fourteen second grade students participated in teacher-led discussions of new vocabulary in the context of the text and their lives. They discussed examples, non-examples, and synonyms for the targeted vocabulary. Fifteen comparison group students were incidentally exposed to the words during read alouds. Data sources included a pre/post-test multiple choice vocabulary assessment, open-ended vocabulary assessment, and researcher log. The intervention group’s mean gain vocabulary scores were significantly higher than the comparison group’s scores which ultimately have a positive impact on their reading comprehension indicating success of the intervention. Furthermore, the intervention showed positive results for students regardless of assessed reading ability levels.

Se aborda una práctica tan extendida en las aulas de todos los niveles educativos como es la lectura en voz alta. A partir de su experiencia personal y profesional, el autor formula un análisis ameno, provocador y fundamentado, una constante en sus textos y conferencias, que suscitará en el lector docente nuevas perspectivas acerca de su trabajo. Se presentan las ventajas y los inconvenientes de practicar la lectura en voz alta en el aula, en el marco conceptual actual, que entiende la lectura como una práctica comunicativa, comprensiva y silenciosa.

In the second half of the eighteenth century the number of English school grammars underwent a dramatic increase, and grammar writers used title pages, prefaces and, in general, other book components to attract potential buyers. A very common commercial strategy consisted in adding supplementary material to the grammars. Among this material, a type of supplement, commonly called " directions for reading " , is often found in these grammars. This was intended to provide guidance on reading aloud to students, since a successful and effective oral delivery was considered a polite social asset and an important professional skill at the time. This article aims (i) to present a representative list of school grammars of English with " directions for reading " , (ii) to compare the directions for reading contained in different works to identify those aspects considered essential for a good reading performance, and, finally, (iii) to explore the relationship between these directions for reading and some works of the eighteenth-century elocutionary movement.

ولی/ مربی محترم شاید از خود بپرسید:
• فایده‌ی بلندخوانی برای کودکان چیست؟
• آیا این کار برای والدین نیز فایده ای دارد؟
• با گرانی کتاب‌ها چه کنیم؟
• نقش بلندخوانی در  پیشرفت تحصیلی فرزندمان چیست؟
• و چه کسی بهتر است این کار را انجام دهد؟
• تا چه زمانی باید این کار را ادامه دهیم؟
• چه زمانی برای کودکان داستان بخوانیم؟
• و بالاخره در دنیای دیجیتال چه نیازی به کتاب‌های چاپ شده‌ی سنتی داریم؟

کمی پیرامون جواب‌های احتمالی به سؤالات فوق با شما صحبت می‌کنیم. امیدواریم که این نوشته انگیزه ای باشد تا این کار لذت بخش و پرفایده را برای کودکان آغاز کنید یا همچنان استوار بدان ادامه دهید.

L’attore ha a che fare con le parole: le “maneggia” fino a farle proprie. Il linguaggio verbale può però trasformarsi in una specie di inferno che risponde al nome di testo e per gli aspiranti attori costituisce spesso uno scoglio non facile da superare. Chi recita non sempre riesce a destreggiarsi nei meandri dei testi scritti di notevole complessità che costituiscono il suo repertorio. Nel caso delle performance dal vivo poi, ai problemi di lettura e comprensione si possono aggiungere quelli legati all’imbarazzo di leggere ad alta voce e di fronte agli altri, alla paura dell’uditorio, al fastidio per la propria voce, all’ansia da prestazione. Questo manuale nasce perciò per aiutare gli attori ad affrontare i testi. E parte da due presupposti: per arrivare a un’interpretazione brillante bisogna reimparare a leggere; per reimparare a leggere serve l’uso del corpo, perché senza specifici gesti legati al discorso non si può interpretare in maniera davvero efficace dal punto di vista sia cognitivo che comunicativo. Attraverso riflessioni, principi linguistici ed esercizi, Leggere con il corpo propone un’efficace tecnica di lettura ad alta voce. Per gli allievi attori il percorso proposto sarà un modo progressivo e organico di esercitarsi, per gli attori professionisti un nuovo punto di vista (ad esempio sul funzionamento delle intonazioni e su come trovare quelle più pertinenti al materiale linguistico che si ha di fronte) e per gli insegnanti, non solo di recitazione, un possibile approccio per risolvere le eventuali difficoltà e resistenze degli studenti. Non da ultimo, il libro potrà rivelarsi strumento utile e appassionante per chiunque desideri migliorare la propria capacità di leggere ad alta voce.

Several authors highlighted that the time course of an experiment itself could have a substantial influence on the interpretability of experimental effects. Since mixed effects modeling had enabled researchers to investigate more complex problems with more precision than before, two naming experiments were conducted with college students, with and without non-words intermixed, and analyzed with regard to frequency, quality, interactive and trial-history effects. The present analyses build on and extend the Bates, Kliegl, Vasishth, and Baayen (2015) approach in order to converge on a parsimonious model that accounts for autocorrelated errors caused by trial history. For three of four cases, a history-sensitive model improved the model fit over a history-naïve model and explained more deviance. In one of these cases, the herein presented approach helped reveal an interaction between stimulus frequency and quality that was not significant without a trial history account. Main and joint effects, limitations, as well as directions for further research, are briefly discussed.

Adult foreign language learners typically reach a lower level of proficiency than do native speakers of the language. This is most obvious in pronunciation, where foreign accents are the norm and native-like accents the rare exception. When diagnosing pronunciation errors, teachers usually ask learners to read a passage that includes a variety of possible pronunciation targets. However, it is not clear that the errors that occur when reading are the same errors that learners demonstrate in spontaneous speech. This is especially true for foreign learners of English because of the indirect correspondence between English spelling and how words are pronounced. This study looks at the English speech of three people from each of four different first language groups: Korean, Malay, Chinese, and Spanish. Each speaker read a passage intended to sample all possible pronunciation errors in English. They also took part in a brief, semi-structured interview that elicited conversational, unplanned speech. The most frequent vowel and consonant errors in each learner’s read speech were identified and compared to the equivalent vowel and consonant features in their unplanned speech. The results suggest that the type of spoken language task influences the types of errors made by the speakers. Implications for diagnosing pronunciation are provided.

In the second half of the eighteenth century the number of English school grammars underwent a dramatic increase, and grammar writers used title pages, prefaces and, in general, other book components to attract potential buyers. A very common commercial strategy consisted in adding supplementary material to the grammars. Among this material, a type of supplement, commonly called “directions for reading”, is often found in these grammars. This was intended to provide guidance on reading aloud to students, since a successful and effective oral delivery was considered a polite social asset and an important professional skill at the time. This article aims (i) to present a representative list of school grammars of English with “directions for reading”, (ii) to compare the directions for reading contained in different works to identify those aspects considered essential for a good reading performance, and, finally, (iii) to explore the relationship between these directions for reading an...

The research on the effects of teacher’s reading aloud versus students’ silent reading on reading comprehension in EFL contexts is limited. This study is significant as it is the first of its kind investigating the effects of teacher’s reading aloud versus students’ silent reading of an informational text on the surface and deep level reading comprehension of tertiary EFL students. 60 preintermediate students of English participated in the study. The research was designed as a quasiexperimental study with an experimental and a control group. The experimental group had an informational text read aloud to them by the teacher while the control group read the same text silently. Two measures were used to test the effects of treatments on reading comprehension: a multiple choice text for surface level comprehension and a phrase cloze text for in-depth comprehension. The findings showed that there was no significant difference between teacher’s
reading aloud and students’ silent reading conditions in surface level comprehension, yet students’ silent reading was found to be significantly more effective than teacher’s reading aloud in deep level
comprehension. The study implies that students’ silent reading can be preferred over teacher’s reading aloud in EFL classes when reading informational texts. Another implication signals the possibility of eclectic in-class reading practices compromising two strategies in accordance with their functions. According to this paradigm, teacher’s reading aloud can be used as a bridge in comprehending the text at the surface level, which could then be followed by students’ silent reading
for in-depth comprehension.
Keywords: EFL reading, teacher’s reading aloud, students’ silent reading, surface level reading comprehension, deep level reading comprehension.

This article reports research results from an analyzsis of frequency and content of read aloud articles published between 2011 and 2015 in selected, national, peer-reviewed journals across the K-8 curriculum. An introduction describes the problem, purpose, and limitations of the study. It provides a review of research on reading aloud at home, in school, across the curriculum, and across grade bands. It also identifies research questions, discusses frequency and content analysis as research methodologies, and describes data sources, data collection methods, and data analysis procedures, followed by a presentation of results. Major results include (i) articles were found that described teachers using reading aloud more as an instructional tool, rather than an intervention technique to use with specific populations of students, e.g. struggling readers, (ii) articles were found that used reading aloud with literary text, followed by informational text, informational/literary text, and hybrid text, and (iii) articles on reading aloud were found to be published in English/Language Arts (ELA) journals, followed by Social Studies, Mathematics, and Science. Results are discussed and implications are described.

This epistolary dialogue between teachers involved with different, but complementary, contemplative practices—mindfulness-based group programs and reading groups (in which people come together to read literary poems or stories)—explores how such practices build community and imbue participants with the potential to act in caring and just ways in other contexts. Through narratives of group experiences and presentations of physiological and neurophysiological evidence, the two correspondents delineate three pedagogical strategies to achieve the desired ends: (1) looking beyond individualism, (2) attending to intensity, and (3) living with the text. Number one notes that students come to a group with expectations for individual progress and satisfaction, which, paradoxically, are most available within and because the atmosphere of group setting holds, supports, and offers each participant opportunities in which each can be fully with and in their experience, or, to put it another way, to touch the “really real.” Number two notes that the more often the group touches the really real, there is formed a more emotionally open human community, to which students belong, and together may move more towards justice and caring. Number three, living with the text, suggests the routes toward such community, which are essential to the contemplative dimension of academic teaching: profound spoken dialogue arising from meditation practice may become unique texts for the group, and literary texts read aloud and responded to also serve to intensify the atmosphere of the moment and quicken an ethical way of knowing that may become available later, in other communities.

This study investigated young children’s preferences for books to read aloud. Participants included 142 children enrolled in four public kindergartens in the Şanlıurfa province of Turkey, their parents, and teachers. Parents filled out surveys; children participated in eight consecutive pretests and posttests; and teachers were interviewed. Results from both pretests and posttests revealed that young children preferred informational books to fictional books. The prior reasons for their choices were the subjects of informational books and the characters in fictional books. Results also demonstrated that several relationships exist between book preference and other variables. Further, interview findings indicated that teachers believe informational books are more educational, promoting curiosity and triggering further activities, and transferrable to real life. Several recommendations were made for further research and practice.

This descriptive study explores the insights of a group of language practitioners from a public university in Bogota, Colombia about a proposal focused on their experience reading aloud while applying storytelling techniques. In this exploratory study, the data collection instruments included video-recordings of the practitioners' classes, reflective logs, field notes, and surveys. The results of this study suggest that exposing pre-service teachers to methodologies that include training in non-traditional teaching practices, such as reading aloud, combined with storytelling techniques, can have positive effects on their perspective towards their professional and personal growth as efl teachers. In addition, those effects might be influenced by factors such as how effective storytelling should be fostered, and storytelling and its pedagogical implications, and factors that inhibit storytelling.

Este estudio explora la experiencia de un grupo de practicantes de una universidad en Bogotá, Colombia, sobre una propuesta enfocada en la lectura animada a través de técnicas de cuentería. En este estudio exploratorio, los instrumentos de recolección de información fueron videos de las clases de los practicantes, bitácoras, las cuales se escribieron en dos fases del proceso, diarios de campo y encuestas. Los resultados del estudio sugieren que presentando metodologías que incluyan entrenamiento en prácticas no tradicionales, como la lectura animada con técnicas de cuentería, puede tener efectos positivos en cuanto al crecimiento personal y profesional de profesores en formación. Factores tales como estrategias para llevar a cabo la lectura animada de un cuento, implicaciones pedagógicas y factores que inhiben el desarrollo de la lectura animada haciendo uso de las técnicas de cuentería son temas que surgieron del análisis de la información recogida.

Este estudo explora a experiência de um grupo de estagiários de uma universidade em Bogotá, Colômbia, sobre uma proposta focalizada na leitura animada através de técnicas de narrativa oral. Neste estudo exploratório, os instrumentos de recolecção de informação foram vídeos das aulas dos estagiários, diários de bordo e enquetes. Os resultados do estudo sugerem que utilizar metodologias que incluam treinamento em práticas não tradicionais, como a leitura animada com técnicas de narrativa oral, pode gerar efeitos positivos sobre o crescimento pessoal e profissional de professores em formação. Fatores tais como estratégias para levar a cabo a leitura animada de um conto, implicações pedagógicas e fatores que inibem o desenvolvimento da leitura animada utilizando as técnicas de narrativa oral são temas que surgiram da análise da informação coletada.