Prácticas discursivas I- Prof. Noelia E.

Gonzalez

Read-Alouds
In read-alouds, the teacher selects a book that is beyond what students can read on their own and reads it to
them. Read-alouds promote a love of reading, stimulate the imagination, and help students to develop an ear for
the vocabulary and structures of language in print, while allowing the teacher to introduce new reading
strategies and to model or demonstrate these strategies by thinking aloud.
Read Aloud-are seen as the single most influential factor in a young child’s success in learning to read. The
teacher or other experienced reader reads aloud to students for enjoyment and meaning. Favorite stories/texts,
rich in language and meaning, can be read aloud many times.
Read alouds provide opportunities for students to experiment with listening and speaking skills. As students
observe and listen to experienced readers reading, they develop strategies important for a variety of listening
and speaking situations. The teacher provides a high level of support while the students are the listeners
experiencing and contemplating literary works they cannot yet read. Students may at one time or another read
aloud in class, serving a different purpose. Students may read aloud to each other, in small groups, or to a whole
group at the request of a teacher.
• Reading aloud presents books as sources of pleasant, valuable, and exciting experiences. Children who value
books are motivated to read on their own.
• Reading aloud gives children background knowledge, which helps them make sense of what they see, hear,
and read. The more adults read aloud to children, the larger their vocabularies will grow and the more they will
know about the world and their place in it.
• Reading aloud lets parents and teachers be role models for reading. When children see adults excited about
reading, they will catch their enthusiasm.
• Reading aloud can introduce books and types of literature—poetry, short stories, biographies— children might
not discover on their own.
• Reading aloud introduces the language of books, which differs from language heard in daily conversations, on
television, and in movies. Book language is more descriptive and uses more formal grammatical structures.
• Reading aloud lets children use their imaginations to explore people, places, times, and events beyond their
own experiences.
• Reading aloud gives children and adults something to talk about. Talking supports the development of reading
and writing skills.
• Reading aloud supports the development of thinking skills as children and adults discuss books, articles, and
other texts they read together.
• Reading aloud is fun.
 Prácticas discursivas I- Prof. Noelia E. Gonzalez

Shared Reading
Shared reading provides students with a high degree of support but with less support than provided for read-
alouds. Because children read along with the teacher, shared reading allows them to experience many of the
same benefits as when reading with one or two other children at home. Students are expected to apply shared
reading strategies to guided reading practice, and subsequently, to independent reading.
Shared Reading is an interactive reading experience that occurs when students join in or share the reading of a
big book or other enlarged text while guided and supported by a teacher or other experienced reader. Students
observe an expert reading the text with fluency and expression. The text must be large enough for all the
students to see clearly, so they can share in the reading of the text. It is through Shared Reading that the reading
process and reading strategies that readers use are demonstrated. In Shared Reading, children participate in
reading, learn critical concepts of how print works, get the feel of learning and begin to perceive themselves as
readers

Guided Reading
In guided reading, the teacher guides students to successfully apply strategies, previously learned in shared
reading, to a carefully selected, unfamiliar text within their instructional range. In small groups, the students
read quietly, but aloud, with the teacher offering support if necessary.
Guided Reading- is a situation in which a teacher supports each reader’s development of effective strategies for
processing texts at increasingly challenging levels of difficulty (Fountas & Pinnell, 1996). In guided reading,
the teacher selects and introduces the text to the students in a small group where each student has similar
instructional needs and is able to read similar text with support. The teacher provides a rich yet short
introduction of the text to be read. S/he may work briefly with individual students as they read through the
selection. All students are reading the same material at the same time though individual pacing may vary.

Independent Reading
Independent reading is an opportunity for students to read texts they have chosen themselves with the teacher's
guidance. They are able to practise the behaviours of proficient readers and develop fluency by reading "just
right" books, and can engage in conversations with classmates about the books they have read.
Independent Reading- provides time for students to read a text without the need of assistance. Students are
drawn to texts that are interesting, eye catching and meaningful to their lives. Students need to learn how to
select appropriate reading texts for independent reading practice.
 Prácticas discursivas I- Prof. Noelia E. Gonzalez

Language Experience- is an approach concerned with helping beginning readers to bring their own knowledge
and experience to construct meaning from print. Relating oral language to written language and relating reading
to writing is important. The teacher acts as scribe, recording the dictated words, phrases, or sentences from the
students. Over several days, from a single composition, the teacher and students can read and reread the text
until it becomes familiar to the students. Students may begin to read the lines alone and begin to associate
written words with their own spoken words. From this text, students can focus on recognizing individual words,
consonants at beginnings of the words, onset and rims, and phonics, while focusing and emphasizing the
construction of meaning .
Lap books are smaller than big books, but can be held in the teacher’s lap. Lap books have sufficiently larger
pictures and print to enable all students in a small group to see/read when seated near by.