Many adults have good memories of a teacher who read aloud so wonderfully that the classroom was silent. Reading aloud can provide pupils with valuable language skills in addition to memorable experiences. Research repeatedly demonstrates this.
Nowadays, the term interactive reading aloud is commonly employed. When David Dickinson and Miriam Smith authored their essay, this word was yet unfamiliar.
Research indicates that the manner of reading aloud can impact learning outcomes. Allowing pupils to discuss the story in class can improve their vocabulary and comprehension skills.
The Benefits of Interactive Reading Aloud for Developing Literacy
"Reading aloud is not just an enjoyable activity; it’s a proven method for enhancing literacy skills, as researchers have long established. How can you make the most of reading aloud?
Dickinson and Smith wanted to know this. They had already observed other kindergarten classes and discovered that teachers have varied reading rituals. Some, for example, begin by thoroughly introducing the book to the youngsters, but others prefer to save the discourse until later.
Dickinson and Smith decided to investigate these reading methods. They were particularly interested in whether the sort of contact between teacher and pupils is related to the pupils’ eventual language skills.
Overall, they watched and videotaped reading sessions in 25 kindergarten classes. To get a true-to-life depiction, they let teachers choose the books and read them as they normally would.
All pupils (aged 4) were from low-income families. They all spoke English, although their backgrounds varied (62% white, 34% African-American, and 4% Spanish).
At the age of 5, the researchers administered language exams to assess vocabulary and comprehension of stories.
Key Insights from Research on Effective Read-Aloud Practices
Dickinson and Smith initially gathered global interaction data, including who was speaking and when. Then they evaluated each statement individually: what exactly is being said?
They identified three interaction patterns: co-construction, limited interaction, and reading performance.
In the co-construction pattern, engagement occurs primarily during reading aloud, with little before and after. During reading aloud, the teacher engages pupils in vibrant discussion and asks challenging questions.
Reading aloud provides children with both unforgettable experiences and a strong language foundation for analysing and interpreting the story (e.g., "Why do you think he is sad?"). It appeals to pupils’ emotions and knowledge, asking them to predict what will happen next. The teacher explains difficult or unfamiliar terms, and they discuss language forms such as rhyming.
Pupils are encouraged to participate actively, taking the floor on their own initiative. As a result, the teacher and pupils collaborate to create an interpretation of the story.
Limited interaction requires engagement before, during, and after reading, but only to a limited level. The teacher's questions are mostly on verbatim repetition of what is written in the book.
They are more of a test to check if the pupils listened properly than a collaborative investigation of the meaning of the story. Pupils are only allowed to speak when the teacher asks a question, and they must then provide the correct answer.
For example, one pupil responded to the question “What is the bird doing?” by stating that the bird is sitting on a tree, which is what he sees in the picture in the book. No, the teacher responds, prompting another pupil to provide the correct answer as stated in the text: singing.
Reading performance means that the pupils remain silent during the reading, with just brief interactions before and after. The teacher introduces the book by telling about it, explaining why they are reading it, or sharing their own opinion (e.g., "this is one of my favourite books").
This creates excitement among pupils for the upcoming reading performance. Pupils can only interrupt the performance if they have an essential message to share.
Pupils are given the opportunity to speak during the post-reading discussion. The teacher inspires them to reflect on the major characters and make connections to their own experiences and expertise. The teacher also asks questions to recount the story and see whether the pupils understand it.
As a result, the story is recounted twice, once during the reading and again during the conversation.
You probably figured it out: the second type of reading did not perform well. Pupils in these classes had a significantly lesser vocabulary a year later and scored marginally lower on story comprehension.
The other two forms, co-construction and reading performance, proved to be more effective. They both emphasise analytical interaction, which involves talking and thinking about language and the meaning of the story with the kids.
It is critical that the teacher engages pupils in this process so that they do not simply tell everything. Dickinson and Smith argue that the specific manner in which you read aloud and whether you conduct the talk before, during, or after reading aloud is less crucial than ensuring this analytical contact.
Choosing the Right Books for Interactive Read-Aloud Sessions
Dickinson and Smith observed that teachers differed in their reading book choices, in addition to their interaction patterns.
Teachers who used less contact tended to select books with simple plots (e.g. alphabet books) and limited vocabulary. Researchers suggest that reading predictable books may not be the best way to build literacy skills.
Other teachers preferred books with rich language and storytelling. The choice of book influences the educational quality of the conversation.
Book recommendations in the app
The School Library App has build in book recommendations for every pupil.
We create a unique reading profile for each student based on their reading habits. What primary character may a student identify with? Does the student prefer to read fiction or informational books? What does the pupil find interesting?
We can anticipate how probable a student will finish a book based on their unique reading profile of approximately 1000 characteristics.
The book recommendation function allows each student to choose a suitable book from the school library, either independently or with the aid of their teacher.
How Interactive Reading Aloud Shapes Literacy Education
Dickinson and Smith's conclusions are no longer surprising, especially as participatory or dialogic reading becomes more popular.
Research indicates that engaging in book discussions with young pupils significantly boosts language and reading skills.
Furthermore, their research emphasizes that interactive book discussions can take place both before and after reading. Teachers should actively engage pupils with the book's language and story.
Critics of interactive reading may question the necessity of frequent interruptions to the storyline.
Both experts agree that interactive reading is a straightforward technique to improve pupils’ literacy skills. They expand their vocabulary and improve their ability to understand stories.
In sum, it does not need a classroom revolution to supply pupils with this baggage. It does require teachers to take (and be provided) the time to choose appropriate and challenging reading materials.
Implementing Interactive Reading Aloud in Your Classroom
How can you ensure that your pupils listen when you read aloud? Do you need to practice with different voices? Learn how to declaim. Reading to them is easier than you think.
Seasoned readers strongly advise against those voices. Furthermore, kids enjoy listening to a good narrative; it provides a welcome break from the teachings.
Good preparation is also essential in this situation. When selecting a book or narrative to read, it's important to do so in advance. This prevents unwanted surprises.
Before diving into Dickinson and Smith's lessons, mark key words and passages for further discussion with pupils. The specific questions to ask vary depending on the book. One book is ideal for discussing feelings, while another, such a collection of poetry, might be used to ask questions about language and rhyming phrases.
Choose novels that are attractive, demanding, and slightly above the pupil’s linguistic ability. This is feasible as you are reading the text aloud. Providing opportunities for discourse enhances pupils' vocabulary and comprehension.
Decide whether you'll start the book discussion before, during, or after reading aloud. Your choice of book will also be influenced by your class and genre.
Before reading the material aloud, explain the purpose and key points for pupils to focus on. When reading aloud, it's best to focus on the story. You can ask pupils to make predictions or share their thoughts ('what would you do', 'do you understand why the main character is so upset').
You can also explain tricky vocabulary or sections. However, you can also choose to let pupils enjoy the story without interruptions initially.
After reading, you can reflect on the narrative together while conversing to improve your reading experience. Then you can ask them if they have ever experienced something similar and how they felt at the time; such discussions take away too much from the story when reading.
Use the conversation as an opportunity for pupils to talk and reflect on what the readings mean to them, rather than as a test to see how well they listened.
Most crucial, select the form that best suits you and your classmates. As long as you talk to pupils about storytelling and language.
Referentie
Dickinson, D. K., & Smith, M. W. (1994). Long-term effects of preschool teachers’ book readings on low-income children’s vocabulary and story comprehension.
