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Emmaline Ellis – ProQuest LLC, 2023
Early literacy skills such as print knowledge are essential building blocks for children's later reading and academic outcomes. Shared book reading activities in early childhood classrooms offer rich opportunities through which educators can support children's print knowledge development by explicitly referring to a book's print. Such references…
Descriptors: Preschool Teachers, Reading Aloud to Others, Printed Materials, Books
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Doris Luft Baker; Lana Santoro – Reading Teacher, 2023
In this manuscript we show how readalouds can significantly enrich student vocabulary and comprehension by demonstrating enhancements that will foster student learning and language development. We anchor our examples to empirical evidence demonstrating that the content of a readaloud (i.e., the what we teach) as well as the quality of the…
Descriptors: Grade 1, Students, Reading Aloud to Others, Vocabulary Development
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Federico Batini; Giulia Toti – Education 3-13, 2024
In an era of evolving literacy challenges, an Italian based project 'Leggere: Forte!' (Reading Strong) is promoting shared reading aloud to spark youth interest in reading and improve language skills. Now in its third year, the project team have analysed the impact of daily shared reading on 1829 children aged 3-10. The results show significant…
Descriptors: Reading Aloud to Others, Language Skills, Literacy, Foreign Countries
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Zelaya, Kimberly J. D. – BU Journal of Graduate Studies in Education, 2022
Read-aloud is a reading activity that is occurs most often in the early years classroom. Research suggests that read-aloud continues to be of value in the upper grades. Read-aloud provides opportunity for middle grade students to engage and connect to a range of literature. It increases motivation and improves accessibility for the range of…
Descriptors: Reading Aloud to Others, Middle School Students, Teaching Methods, Reading Comprehension
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Traga Philippakos, Zoi A.; Wiese, Penelope; Davis, Adalea – Language and Literacy Spectrum, 2023
The purpose of this article is to comment on ways that writing-reading connections can take place enhancing reading comprehension and composition. Drawing from a genre-based instructional approach, examples are provided to explain such connections in the process of (a) a rhetorical analysis conducted on writing prompts and prior to reading, (b)…
Descriptors: Reading Writing Relationship, Literacy, Reading Comprehension, Writing (Composition)
Douglas M. Mosher; James S. Kim – Annenberg Institute for School Reform at Brown University, 2023
This study contributes to the science of teaching reading by illustrating how a ubiquitous classroom practice -- read alouds -- can be enhanced by fostering teacher language practices that support students' ability to read for understanding. This experimental study examines whether and to what extent providing "structured teacher read…
Descriptors: Elementary School Students, Reading Comprehension, Literacy Education, Curriculum
Jerae Hutchison Kelly – ProQuest LLC, 2022
Research on Theory of Mind (ToM) and reading comprehension is a lively and active field with numerous publications a year. ToM describes a child's ability to identify and reason about the mental states of others (e.g., think, believe, intend, want). The burgeoning findings from this research suggests ToM plays an important role in the reading…
Descriptors: Theory of Mind, Reading Comprehension, Inferences, Reading Research
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Slashinsky, Kathleen – BU Journal of Graduate Studies in Education, 2022
Memorizing spelling lists and looking up words in the dictionary and then using the words in a sentence is a traditional strategy used for vocabulary acquisition. However, because the students do not learn words in context, their application of knowledge and understanding from this method is uneven. Because picture books may be used for pleasure…
Descriptors: Picture Books, Vocabulary Development, Reading Skills, Reading Comprehension
Editorial Projects in Education, 2024
With its focus on evidence-based instruction, the science of reading (SOR) is crucial to ensuring all students unlock strong literacy skills, the foundation for future success. This Spotlight will help readers get up to speed with the latest state initiatives; review a reading comprehension glossary highlighting the key components for success;…
Descriptors: Reading Instruction, Program Effectiveness, State Legislation, Teaching Methods
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Kelly, Jerae; Taboada Barber, Ana – TEACHING Exceptional Children, 2021
Interactive read alouds (IRAs) present an opportunity for early elementary educators to support their students' academic skills as well as social development. Conducting IRAs with narrative texts, in particular, showcases how academic and social skills work together to support children's reading comprehension alongside social development. When IRA…
Descriptors: Inferences, Reading Aloud to Others, Elementary School Teachers, Social Development
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Wright, Tanya S.; Cervetti, Gina N.; Wise, Crystal; McClung, Nicola A. – Reading Psychology, 2022
We explored whether knowledge building through read alouds of a conceptually coherent (CC) set of texts might support children's incidental acquisition of vocabulary in these texts and listening comprehension of related texts. Eleven classrooms of first (n = 83) and second grade students (n = 112) were randomly assigned to read alouds of either a…
Descriptors: Vocabulary Development, Reading Aloud to Others, Incidental Learning, Grade 2
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Bakhoda, Iman; Christ, Tanya; Chiu, Ming Ming; Cho, Hyonsuk; Liu, Yu – Journal of Literacy Research, 2022
We explored (a) emergent bilingual students' talk-turns during read-alouds, (b) how earlier talk-turns were related to later talk-turns, and (c) how talk-turns varied across more versus less culturally relevant books. One teacher and her four students' read-alouds across two sessions each were video-recorded and transcribed. Emergent coding was…
Descriptors: Second Language Learning, Bilingual Students, Reading Aloud to Others, Teaching Methods
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Jerae Kelly; Kelli Cummings – Reading Psychology, 2024
Theory of Mind (ToM) is a skill of social cognition recently of interest to literacy researchers. This article presents initial findings from a pilot study investigating the use of ToM to teach theme identification and theme statement formation to beginning readers who are less-skilled in comprehension. The authors designed a brief, 1:1 listening…
Descriptors: Theory of Mind, Inferences, Childrens Literature, Reading Instruction
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Wintre Foxworth Johnson; Saba Khan Vlach; Maria Leija – Reading Research Quarterly, 2025
The current climate of K-12 education in the United States has seen a narrowing of literacy instructional practices, exponential amounts of book bans, and contrived hysteria about liberal indoctrination and Critical Race Theory (CRT). Yet, as the world becomes increasingly connected across difference, and as research increasingly demonstrates that…
Descriptors: Reading Comprehension, Culturally Relevant Education, Emergent Literacy, Teaching Methods
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Murphy, Kimberly A.; Pentimonti, Jill M.; Chow, Jason C. – Intervention in School and Clinic, 2023
Language and literacy skills are critical for academic success. Shared book reading is an evidence-based practice for improving a range of language and literacy skills in young children, including those with or at risk for learning disabilities. This article describes how teachers and speech-language pathologists (SLP) can collaborate to support…
Descriptors: Language Acquisition, Literacy Education, At Risk Persons, Learning Disabilities
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