1. By: Marissa Durling, Emily Hookom and, Kristy Legerski
Reading Aloud
By: Marissa Durling, Emily Hookom and, Kristy Legerski

2. professional family will have heard 45 million words
Reported in 2004, the U.S. Dept of Education conducted a
longitudinal study of the reading-aloud and oral communication
between parents and children (from birth to 4 years). The
participants represented professional, working class, and poverty
backgrounds.
Researchers found that “when the daily number of words for each group of children is projected across four years, the four-year-old child from the:
professional family will have heard 45 million words
working-class child 26 million
welfare child only 13 million
All three children will show up for kindergarten on the same day, but one will have heard 32 million fewer words.” Trelease asserts, “If No Child Left Behind expects the teacher to get this child caught up, she’ll have to speak 10 words a second for nine hundred hours to reach the 32-million mark by year’s end”(p. 15).

3. In a 1999 early childhood study conducted by the U. S. Dept
In a 1999 early childhood study conducted by the U.S. Dept. of Education, “children who were read to at least three times a week had a significantly greater phonemic awareness when they entered kindergarten than did children who were read to less often, and they were almost twice as likely to score in the top 25 percent in reading” (p. 9).

4. Reading Aloud to Students:
Teacher reads aloud repeatedly and provides opportunities for students to be actively involved in the experience.
Strengths:
Students have access to books they can’t read themselves
Teacher models fluent reading and reading strategies
Students build background knowledge and vocabulary
Weaknesses:
Students have no opportunity to read
Students may not be interested in the text

5. Research indicates that reading aloud to children substantially improves their reading skills, as well as their written, oral, and auditory skills. In addition, children that hear read-alouds have an increased positive attitude towards reading more so than those that do not hear read alouds.

6. Suggested Picture books for Read-Alouds:
♣ I Know an Old Lady Who Swallowed a Pie by Alison Jackson
♣ The Wheels on the Bus by Maryann Kovalski
♣ Don’t Forget the Bacon by Pat Hutchins
♣ Aunt Pitty Patty’s Piggy by Jim Aylesworth
♣ Froggy Gets Dressed by Jonathan London
♣ What! Cried Granny by Kate Lum
♣ Teeny Tiny by Jill Bennett
♣ Too Much Noise by Ann McGovern
♣ Where’s My Teddy? by Jez Alborough
♣ What Baby Wants by Phyllis Root
♣ Gator Gumbo by C. Fleming
♣ We Share Everything by Robert Munsch
♣ Just A Minute by Yuyi Morales
♣ Bark, George by Jules Feiffer
♣ Mother, Mother, I Want Another by M.Robbins
♣ Aaron’s Hair by Robert Munsch
♣ Falling For Rapunzel by Leah Wilcox
♣ I Lost My Bear? by Jules Feiffer
♣ Millions of Cats by Wanda Gag
♣ Brown Bear, Brown Bear, What Do You
♣ Piggie Pie by M. Palantini
♣ Click, Clack Moo: Cow’s That Type by Doreen Cronin
♣ Little Red Cowboy Hat by Susan Lowell
See? by Bill Martin, Jr.
♣ Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst
♣ The Cake That Mack Ate by Rose Robart
♣ Is Your Mama a Llama? by D. Guarino
♣ The Squeaky Creaky Bed by Pat Thomson
♣ Hattie and the Fox by Mem Fox
♣ Knuffle Bunny by Mo Willems
♣ The Mitten by Jan Brett
♣ First Day Jitters by Julie Danneberg
♣ The Napping House by A. Wood
♣ When Papa Snores by M. Long
♣ Miss Nelson is Missing by Harry Allard
♣ Dog breath: the Horrible Trouble with Hally
♣ The Enormous Potato by Aubrey Davis
♣ Hooway for Wodney Wat by H. Lester
Tosis by Dav Pilkey
♣ What’s the Magic Word by K. DiPucchio
♣ The Little Old Lady Who Was Not Afraid of
♣ Epossumondas by Coleen Sally
♣ We’re Going on a Lion Hunt by David Axtell
Anything by Linda Williams
♣ Bear Snores On by Karma Wilson
♣ Dusty Locks and the Three Bears by Susan Lowell
♣ If you give a Mouse a Cookie by Laura Numeroff
♣ Kiss the Cow by Phyllis Root
♣ The Flea’s Sneeze by Lynn Downey
♣ We’re Going on a Bear Hunt by M. Rosen
♣ I Went Walking by Sue Williams

7. Researchers

8. Tape-Assisted Reading
Choral Reading
Research
Based
Theory
Shared Reading
Partner Reading
Readers’ Theater

9. Shared Reading
Teacher reads aloud while students follow along using a big book or individual copies.
Strengths:
Teacher teaches concepts about print
Teacher models fluent reading and reading strategies
Students become a community of readers
Weaknesses:
Big books or a class set of books are needed
Text may not be appropriate for all students

10. Shared Reading
After reading the text several times, teachers use it to teach phonics concepts and high-frequency words.
Also used to read novels with older students when the books are too difficult for them to read independently.
Example: “popcorn reading”
Primary grade levels

11. What Shared Reading Looks Like…

12. Researchers

13. Choral Reading
Students read along as a group with you or another fluent adult reader
Students must be able to see the same text as you are reading
Follow along as you read from a big book or read from their own copy
Choose a book that is not too long and that you think is at the independent reading level for most students
Patterned or predictable books are common because their repetitious style invites students to join in
Begin by reading the book aloud as you model fluent reading
Then reread the book and invite students to join in
Continue rereading (3-5 times)
At this time, students will be able to read the book independently

14. Tape-Assisted Reading
Students read along in their books as they hear a fluent reader read the book on an audiotape
You need a book at a students independent reading level and a tape recording of the book read by a fluent reader at about words per minute
No sound effects or music
First reading- students should follow along with the tape, pointing to each word in her or his book as the reader reads it
Next- student should try to read along with the tape
Reading along wit the tape should continue until the student is able to read the book independently without the support of the tape

15. Partner Reading Paired students take turns reading aloud to each other
More fluent readers can be paired with less fluent readers
The stronger reader reads a paragraph or a page first, providing a model for fluent reading
Then the less fluent reader reads the same text aloud
The stronger student gives help with word recognition and provides feedback and encouragement to less fluent partner
The less fluent partner rereads the passage until he or she can read it independently
In another form of partner reading, child who read at the same level are paired to reread a story that they have received instruction on during a teacher-guided part of the lesson
Two readers of equal ability can practice rereading after hearing the teacher read the passage

16. Readers’ Theatre Students rehearse and perform a play for peers
They read from scripts that have been derived from books that are rich in dialogue
Students play characters who speak lines or a narrator who shares necessary background information
Provides readers with a legitimate reason to reread text and to practice fluency
Promotes interaction with peers and makes the reading task appealing

17. Scientific Research on Fluency Instruction Suggests…
Repeated and monitored oral reading improves reading fluency and overall reading achievement
Students read and reread a text a certain number of times or until a certain level of fluency is reached, four rereadings for most students is sufficient
Oral reading practice is increased through the use of audiotapes, tutors, peer guidance, or other means
NRP