Reading aloud to children is a recommended practice in early childhood and primary-grade classrooms that is purported to enhance vocabulary growth. General guidelines can be found in the literature, but practitioners often rely on conventional wisdom and their own instincts to embed vocabulary instruction into their read-alouds. This paper…

Reading comprehension instruction in many classrooms focuses on teacher-generated questions which actually measure comprehension of specific text rather than developing metacognitive strategies for comprehending all text. Explicit instruction in the metacognitive strategies of making text connections, predicting, and sequencing, was evaluated for…