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Literacy 4-6

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Literacy 4-6 > Strategies > Read-alouds

Read-alouds

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Overview

Reading aloud regularly exposes students to new and familiar Vocabulary and texts. Listening to and observing fluent readers provides a helpful model for learners to understand how to engage with texts and develop their own reading abilities.

Use It in the Classroom

Watch how a fourth grade teacher implements a read-aloud to dive deeper into a text. By pausing during the reading to ask questions, he models questioning and connecting the information in the text with students' experiences. With these supportive prompts, students are able to practice these strategies and connect elements of the text with their Background Knowledge.

  • Having read-aloud prompts before, during, and after reading activities provides an integrated, rich reading experience that leads to more active engagement, stronger Attention, and contextualized Vocabulary development. Guiding students with prompts and questions that deepen their comprehension while reading also supports their development of Genre Knowledge. Read-alouds can be especially powerful for older readers by challenging them to comprehend genres, like news articles, fables, and chapter books.

    • Design It into Your Product

    Videos are chosen as examples of strategies in action. These choices are not endorsements of the products or evidence of use of research to develop the feature.

    Learn how Read&Write from TextHelp allows learners to follow along in written text by highlighting the words as they are being read. Having the audio pronunciation simultaneously with a visual highlight cue helps learners develop their Phonological Processing, Morphological Knowledge, and Orthographic Processing.

  • Audiobooks and human-voice text-to-speech software can provide more opportunities for students to hear fluent readers. A teacher or developer can also provide visuals that further support comprehension of the text to bring visual Working Memory into action too.
    • View References

    Resources

    Below are additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
    Examples

    Hints on How to Read Aloud

    Reading Rockets tips for doing read-alouds with a group of children

    Examples

    Just Books Read Aloud

    A library of children's books with corresponding read-aloud videos

    Examples

    Modeling Deep Understanding

    ReadWriteThink guide with a step-by-step real-aloud process and sample lesson plans

    Examples

    Storyline Online

    A curated selection of videos featuring actors reading children's books

    Examples

    Treasury of Read-alouds

    A list of recommended read-alouds from several genres

    Research

    Facilitating Text-based Discussions

    The importance of facilitating text-based discussions from Digital Promise's Ask a Researcher

    Research

    Reading & Cognition

    Subtopic that explores cognitive models of reading on Digital Promise's Research Map

    Research

    Reading Comprehension

    Subtopic that includes research on how people develop reading comprehension skills on Digital Promise's Research Map

    Factors Supported by this Strategy

    Literacy
    Background Knowledge
    Genre Knowledge
    Morphological Knowledge
    Orthographic Processing
    Syntax
    Verbal Reasoning
    Vocabulary
    Cognition
    Attention
    Inhibition & Self-regulation
    Long-term Memory
    Short-term Memory
    Speed of Processing
    Working Memory
    Social and Emotional Learning
    Student Background
    Adverse Experiences
    Literacy Environment
    Physical Well-being
    Primary Language
    Safety
    Sleep
    Socioeconomic Status
    Vision

    More Teacher Modeling & Support Strategies

    Accessible Syntax

    Teachers can support language development by using and providing Syntax that is appropriately leveled (e.g., short, simple structure for young students).

    Accessible Vocabulary

    Teachers support language development by using and providing Vocabulary that is appropriately leveled (e.g., using word wall words).

    Brief Instruction Steps

    Content that is provided in clear, short chunks can support students' Working Memory.

    Discussing Emotions

    Teaching students how to label, identify, and manage emotions helps them learn Inhibition & Self-Regulation skills.

    Encourage Student Self-advocacy

    Overtly encouraging all students to seek support and ask questions creates a safe space for risk-taking and skill development.

    Feedback on Writing

    Providing constructive feedback supports students' writing development by letting them know how to improve their writing.

    Foster Growth Mindset

    Teachers can help students understand that learning involves effort, mistakes, and reflection by teaching them about their malleable brain and modeling their own learning process.

    Growth Mindset Feedback

    Attributing results to controllable aspects (strategy and effort) fosters students' beliefs in self.

    Incorporate Students' Cultural Practices

    Learning about students' cultures and connecting them to instructional practices helps all students feel like valued members of the community, which improves Motivation.

    Model Positive Connections to Literacy

    By sharing their own reading and writing, teachers can create a literacy community that supports students in finding meaning in their own work.

    Model the Assignment or Skill

    By talking through their thinking at each step of a process, teachers can model what learning looks like.

    Predictability: Environment & Structure

    Maintaining consistent classroom routines and schedules ensures that students are able to trust and predict what will happen next.

    Read-alouds: Deliberate Topics

    Reading aloud books about skills children are learning provides another model for their development.

    Student Choice

    Providing students a voice in their learning is critical for making learning meaningful.

    Wait Time

    Wait time, or think time, of three or more seconds after posing a question increases how many students volunteer and the length and accuracy of their responses.

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