The article provides teachers with explicit support for planning and implementing interactive read-aloud for social justice that is responsive to the needs of their own students. The authors present how to choose appropriate high-quality... more
The article provides teachers with explicit support for planning and implementing interactive read-aloud for social justice that is responsive to the needs of their own students. The authors present how to choose appropriate high-quality books and use a template for responsive planning with their children in mind. They share an implementation of an interactive read-aloud that demonstrates how responsive teaching builds exploratory talk to develop children’s co-construction of knowledge for the dialectic expression of reading the word and reading the world.
Reading aloud is often seen as a little more than a resource that can be used when the students’ level is too low for them to do extensive reading by themselves. However, there are those who argue that there is room in every class for... more
Reading aloud is often seen as a little more than a resource that can be used when the students’ level is too low for them to do extensive reading by themselves. However, there are those who argue that there is room in every class for reading books aloud, regardless of the age of level of the students. Our guest for this episode, Dr. George Jacobs, is one of them. In this interview you’ll find a most accessible introduction to the best practices and principles for reading aloud to students, and its connections with positive education and with sociocultural theory.
However different studies have focused on the importance of reading aloud to children in the first language teaching situations as a means of improving their comprehension and encouraging them to read, this technique has been... more
However different studies have focused on the importance
of reading aloud to children in the first language teaching
situations as a means of improving their comprehension
and encouraging them to read, this technique has been
neglected in foreign language situations or teaching
techniques. This paper have done in one of the English
Language Institute in Sabzevar, a city in Khorasan Razavi
province, in order to find out whether the teacher’s
reading aloud to learners of English as a foreign language
leads to a higher level of comprehension than when the
learners read silently on their own. In one session of the
class, students were given three passages to read silently
and asked to answer five multiple-choice comprehension
questions in each passage. In another day the researcher
read aloud three other passages of comparable reading
difficulty to the same students before asking them to
answer the comprehension questions. The results show
that the students’ scores were significantly higher in
the second testing session, which indicates a positive
effect of the reading aloud technique on the learners
reading comprehension. Moreover, in answer to a short
questionnaire, 73% of the subjects reported that they are
interested in the teacher’ reading aloud strategy.
Key words:
Reading aloud strategies; Comprehension; Teaching techniques
The main aim of this study is to identify reading aloud errors of the bilingual Turkish children while teaching standard Turkish to them and to show the methods and techniques that can be used to correct these reading aloud errors. Due to... more
The main aim of this study is to identify reading aloud errors of the bilingual Turkish children while teaching standard Turkish to them and to show the methods and techniques that can be used to correct these reading aloud errors. Due to the contribution of reading aloud to multiple language skills, detecting of errors made during reading aloud and their eliminations will contribute greatly to the development of reading, listening, speaking and writing skills. In this study, 16 different reading aloud errors were detected. These errors were 16 different reading aloud errors under two main headings as pronunciation and posture. "Olive Cube" with 812 words was designated as an application text on the basis of students' proficiency levels. The students were made to read aloud the text and the data was collected by video recording while the students were reading. This study is an observational, descriptive model of qualitative research built upon video recording, video decoding and observation. The data was obtained according to proficiency levels, genders and marriage types. As a result of the study, totally 4689 errors were recorded in all of the proficiency classes. In all of the classes most errors were made in repeating words. It was shown that as the students' levels increased, their error numbers decreased. When we measured all the reading aloud errors in all the proficiency classes according to students' genders, it was emerged that the average errors that the female students made was lower than those of male students. Female students did all errors less than male students. When we evaluated the students' reading aloud errors regarding their parents' marriage types, the error making means of students with both Turkish mothers and fathers was less than those who were born within mixed marriages. The students born in a mixed marriage did all the types of errors more than the students with Turkish parents. As to suggestions, reading aloud techniques have been mentioned.
