Read Them a Book!Read Them a Book!

ETAI Winter Conference 2009ETAI Winter Conference 2009““Sharing Ideas”Sharing Ideas”

Ben Gurion University, Beer ShevaBen Gurion University, Beer ShevaMichele Ben (mggben-at-gmail-dot-com)Michele Ben (mggben-at-gmail-dot-com)

The benefits of reading The benefits of reading aloudaloud

““Reading aloud is the foundation for literacy Reading aloud is the foundation for literacy development. It is the single most important development. It is the single most important activity for reading success (Bredekamp, activity for reading success (Bredekamp, Copple, & Neuman, 2000). It provides children Copple, & Neuman, 2000). It provides children with a demonstration of phrased, fluent reading with a demonstration of phrased, fluent reading (Fountas & Pinnell, 1996). It reveals the (Fountas & Pinnell, 1996). It reveals the rewards of reading, and develops the listener's rewards of reading, and develops the listener's interest in books and desire to be a reader interest in books and desire to be a reader (Mooney, 1990).”(Mooney, 1990).”

Judith Gold and Akimi Gibson (2001)http://www.readingrockets.org/article/343?theme=printJudith Gold and Akimi Gibson (2001)http://www.readingrockets.org/article/343?theme=print

Reading out loud Reading out loud contributes tocontributes to::

Vocabulary acquisitionVocabulary acquisition Familiarity with vocabulary Familiarity with vocabulary

patternspatterns Internalizing language patternsInternalizing language patterns Understanding the structure of a Understanding the structure of a

storystory

When pupils listen to the When pupils listen to the teacher reading a book theyteacher reading a book they --

Learn about the relationship between Learn about the relationship between the printed word and meaning - the printed word and meaning - children understand that print tells a children understand that print tells a story or conveys informationstory or conveys information

Are exposed to language and stories Are exposed to language and stories on a higher level than what they can on a higher level than what they can readread

When a teacher reads a When a teacher reads a book out loud shebook out loud she:: Models reading – prosody and fluencyModels reading – prosody and fluency Can engage all the pupils in the classCan engage all the pupils in the class Reinforces or introduces topics Reinforces or introduces topics

Reinforces or introduces vocabulary Reinforces or introduces vocabulary and language structuresand language structures

Motivates and interests pupils in Motivates and interests pupils in reading and booksreading and books

Things to think aboutThings to think about

Is it a good story? Is it a good story? Is the book worthy of a reader's and Is the book worthy of a reader's and

listener's time? listener's time? Does the story sound good to the ear when Does the story sound good to the ear when

read aloud? read aloud? Will it appeal to your audience? Will it appeal to your audience? Is the story memorable? Is the story memorable? Will children want to hear the story again? Will children want to hear the story again?

What to look forWhat to look for::

Repetition of vocabulary or language Repetition of vocabulary or language structurestructure

Not too much text on each pageNot too much text on each page Attractive picturesAttractive pictures HumourHumour Familiar themes and topicsFamiliar themes and topics A book known to the pupils in its Hebrew A book known to the pupils in its Hebrew

translationtranslation

Ideas for things to doIdeas for things to do

Predict based on the picture or story Predict based on the picture or story structurestructure

Take turns readingTake turns reading Use the book as a model for writingUse the book as a model for writing Allow a pupil to choose a book to Allow a pupil to choose a book to

take home, practice and read to the take home, practice and read to the classclass

PEER: PEER: Dialogic reading, reading Dialogic reading, reading in an interactive mannerin an interactive manner

PPrompt with a question to focus and engage: rompt with a question to focus and engage: Point to something and ask, “What is that?” – “A Point to something and ask, “What is that?” – “A balloon.”balloon.”

EEvaluate the response: “That’s right!”valuate the response: “That’s right!” EExpand on what was said: “The balloon is red.”xpand on what was said: “The balloon is red.” RRepeat the prompt and encourage the child to epeat the prompt and encourage the child to

use the new information. “That’s a red balloon. use the new information. “That’s a red balloon. Say, ‘The balloon is red’.”Say, ‘The balloon is red’.”

Dialogic reading works. Children read to in a Dialogic reading works. Children read to in a dialogic way have better oral language skills, and dialogic way have better oral language skills, and are more likely to be exposed to new words. are more likely to be exposed to new words.

From: httpFrom: http://://wwwwww..readingrocketsreadingrockets..orgorg//articlearticle//3385433854

To sum upTo sum up:: ““Researchers have validated that reading Researchers have validated that reading

aloud affects vocabulary development aloud affects vocabulary development (Robbins & Ehri, 1994; Whitehurst et al., (Robbins & Ehri, 1994; Whitehurst et al., 1999), acquisition of literary syntax and 1999), acquisition of literary syntax and vocabulary (Purcell-Gates, McIntyre, & vocabulary (Purcell-Gates, McIntyre, & Freppon, 1995), story recall (Morrow & Smith, Freppon, 1995), story recall (Morrow & Smith, 1990), and sensitivity to the linguistic and 1990), and sensitivity to the linguistic and organizational structures of narrative and organizational structures of narrative and informational text (Duke & Kays, 1998). informational text (Duke & Kays, 1998). Studies have shown that children make gains Studies have shown that children make gains in expressive language even when the in expressive language even when the duration of story reading interventions are duration of story reading interventions are short (e.g., Hargrave & Sénéchal, 2000)”short (e.g., Hargrave & Sénéchal, 2000)”

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