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Read Aloud Research Paper

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Recommended: Seven pillars of effective reading instruction

Introduction This paper’s purpose is to define what a Read Aloud is and how it is utilized effectively in a classroom. Then I will discuss the benefits of Read Alouds on a student’s Literacy skills.
Definition
“Read Aloud is a strategy in which a teacher sets aside time to read orally to students on a consistent basis from texts above their independent reading level but at their listening level,” ("THE COMPONENTS OF EFFECTIVE READ ALOUDS," n.d.).
Effective Utilization of Read Alouds
Read Alouds benefit students have the capability to benefit students in an extremely positive light, but for this to happen, they have to be done in the correct manner. To begin planning a for a read aloud, the teacher must choose a book that is developmentally …show more content…

Some “before” activities include: “identify author, title, setting, characters, and background, activate prior knowledge or common knowledge, and picture walk (if illustrations enhance the selected genre or book)”, ("THE COMPONENTS OF EFFECTIVE READ ALOUDS," n.d.). Some “during” activities include: “on going interaction, response and dialogue, help students notice aspects of narrative/informational texts, sharing, questions, discussion, story map, graphic organizers, and think aloud” , ("THE COMPONENTS OF EFFECTIVE READ ALOUDS," n.d.). Some “after” activities: “respond and revisit, text, poem, or article etc, retell the story using time line format, summarize the story, sharing understanding and result of predictions, story maps, graphic organizers, predictions check, “Sketch-to-stretch” (drawing pictures of what is read to solidify understanding)”, ("THE COMPONENTS OF EFFECTIVE READ ALOUDS," n.d.). These activities help the children understand and benefit from the read …show more content…

Read alouds allow the teacher to model fluent reading and make the comprehension process visible, (Hilden and Jones, 2013, "THE COMPONENTS OF EFFECTIVE READ ALOUDS," n.d). Some students do not receive read alouds at home, and these are the children that especially need to be read to, ( Otto, 2014). As the children progress through their schooling, they begin to think that reading fast is the most efficient, but when the teacher models her thought process aloud, this allows the students to witness what “good reading” actually entails(Hilden and Jones, 2013, "THE COMPONENTS OF EFFECTIVE READ ALOUDS," n.d). Part of “good reading” is asking questions about the

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