Reading Aloud

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.

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.

Literacy, and particularly reading, is critical to success in schooling and full participation in contemporary societies. As one of the primary skills needed to develop proficiency in a language, the study of reading in additional languages has attracted significant research attention. Focusing on behaviourally visible and locally occasioned literacy events, this paper reports on an analysis of how public interactional practices for out-loud reading by small groups of English language learners facilitate the routinisation of interactional practices. The learners are participants in a mobile augmented reality (AR) activity that involves walking around a university campus in order to complete five serial tasks. Data come from video recordings of the game playing of eight groups (16 h of data) and their associated transcripts, analysed according to the principles of ethnomethodological conversation analysis. Results show that written texts that are part of the activity are given local meaning via various interactional practices that include public reading, co-reading and other embodied practices. We show how these dynamics of re-textualisation provide evidence for developing interactional practices over the course of the five tasks that are part of the activity.

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

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.

How can teachers motivate students to read extensively in a second language? One strategy is for teachers to read aloud to students to promote the joys of reading generally, to build students’ language skills and to introduce students to specific authors, book series, genres, websites, etc. This article begins by discussing why teachers might want to read aloud to their students. Next, guidelines are given for reading aloud. These guidelines include insights from the literature on dialogic reading (Whitehurst, Arnold, Epstein, Angell, Smith, & Fischel, 1994).

However different studies have focused on the importance
of reading aloud to children in the first language teaching
situations as a means of improving their comprehension
and encouraging them to read, this technique has been
neglected in foreign language situations or teaching
techniques. This paper have done in one of the English
Language Institute in Sabzevar, a city in Khorasan Razavi
province, in order to find out whether the teacher’s
reading aloud to learners of English as a foreign language
leads to a higher level of comprehension than when the
learners read silently on their own. In one session of the
class, students were given three passages to read silently
and asked to answer five multiple-choice comprehension
questions in each passage. In another day the researcher
read aloud three other passages of comparable reading
difficulty to the same students before asking them to
answer the comprehension questions. The results show
that the students’ scores were significantly higher in
the second testing session, which indicates a positive
effect of the reading aloud technique on the learners
reading comprehension. Moreover, in answer to a short
questionnaire, 73% of the subjects reported that they are
interested in the teacher’ reading aloud strategy.
Key words:
Reading aloud strategies; Comprehension; Teaching techniques

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.

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.

One important aspect of Bahasa Indonesia teaching in elementary role is reading, especially read aloud. Bahasa Indonesia learning geared to improve the ability of learners to communicate in Bahasa Indonesia properly, whether oral or written, create appreciation of human literacy in Indonesia. Indonesian language learning according to the author's experiences during this time by verbal learning, students just listen to teachers lecturing from day to day and it make students bore. This situation can be resolved by creating fun and friendly teaching and learning activities. Teachers, in delivering the material, can use word card. The delivery of learning, especially in Bahasa Indonesia needs strategy to increase the ability of the 2nd grade students especially in read aloud a simple sentence. This strategy can be done through observation of concrete objects, using simple examples in real life, using simple language, conducted in interesting and fun situations, so that children are motivated and not easily bored. With the application of such methods, it is expected to improve the ability to read aloud of 2nd grade students in SDN Pajang 1 No. 93. The researchers used a qualitative approach of classroom action research type. The result of this study shows an increase in the ability to read aloud by average score of 68.6 with 100% pass. The result of the evaluation of Cycle II shows the study achievement study until 100%. It is proven that the method of word card in loud reading is suitable to enhance reading skills of 2nd grade students at SDN Pajang 1 No. 93 Surakarta.

The main aim of this study is to identify reading aloud errors of the bilingual Turkish children while teaching standard Turkish to them and to show the methods and techniques that can be used to correct these reading aloud errors. Due to the contribution of reading aloud to multiple language skills, detecting of errors made during reading aloud and their eliminations will contribute greatly to the development of reading, listening, speaking and writing skills. In this study, 16 different reading aloud errors were detected. These errors were 16 different reading aloud errors under two main headings as pronunciation and posture. "Olive Cube" with 812 words was designated as an application text on the basis of students' proficiency levels. The students were made to read aloud the text and the data was collected by video recording while the students were reading. This study is an observational, descriptive model of qualitative research built upon video recording, video decoding and observation. The data was obtained according to proficiency levels, genders and marriage types. As a result of the study, totally 4689 errors were recorded in all of the proficiency classes. In all of the classes most errors were made in repeating words. It was shown that as the students' levels increased, their error numbers decreased. When we measured all the reading aloud errors in all the proficiency classes according to students' genders, it was emerged that the average errors that the female students made was lower than those of male students. Female students did all errors less than male students. When we evaluated the students' reading aloud errors regarding their parents' marriage types, the error making means of students with both Turkish mothers and fathers was less than those who were born within mixed marriages. The students born in a mixed marriage did all the types of errors more than the students with Turkish parents. As to suggestions, reading aloud techniques have been mentioned.

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.

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.

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 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.

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...

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.

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.

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...

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.

RESUMO Este capítulo apresenta o percurso percorrido para o desenvolvi-mento do novo modelo editorial "Leitura Distribuída". O diferen-cial desta edição é que o seu design editorial foi projetado para ser lido por duas pessoas juntas, incluindo a leitura em voz alta e a colorização de desenhos relacionados ao texto. O conteúdo do livro é distribuído de forma alternada em dois volumes que se complementam, ora sendo direcionado para o leitor e ora para o ouvinte. Através da junção da leitura e da pintura das ilustrações, acredita-se propiciar aos leitores um momento de interação e re-laxamento para que os dois se aproximem e troquem experiên-cias pessoais através do conteúdo da narrativa. Para se chegar a essa proposta, o processo investigativo se inseriu na perspectiva do Design Positivo, buscando encontrar possibilidades de design que tornassem os usuários mais satisfeitos com algum aspecto de suas vidas. Neste caso, optou-se por focar no fortalecimento do vínculo afetivo, aliado à literatura de ficção. No início do pro-cesso, os autores-designers estavam abertos a diferentes tipos de produto ou serviço que auxiliassem nesse objetivo. Através da revi-são bibliográfica e do resultado dos experimentos, optou-se por se afastar das possibilidades digitais e desenvolver um livro que apre-sentasse o conteúdo de um modo que envolvesse tanto o leitor como o ouvinte. Neste capítulo é apresentada, de forma resumida, a história da leitura em voz alta com foco no lazer, os experimen-tos realizados e as escolhas editoriais para o desenvolvimento do protótipo, com o texto O Alienista, de Machado de Assis.
Palavras-chaves: design editorial, leitura em voz alta, leitura compartilhada, leitura distribuída, machado de assis.
Disponível em: https://
www.ufrgs.br/iicd/publicacoes/livros.