Description: Reading aloud, whether it is done by the students or the teacher, is one of the most helpful techniques for improving reading skills and engaging readers of all ages. Hearing the text while looking at it on the page helps many readers process the information more effectively and understand how it should be read. As students listen to the teacher’s emphases and pauses, they see how those relate to the punctuation and structure of the sentence. Reading aloud also develops students’ language sense as they hear the way words are used, pronounced, and interpreted.
Note: Always allow students the opportunity to preview and read silently prior to reading aloud because their focus is on decoding not on comprehension. Never force students to read aloud, invite them.
Reading aloud should not replace silent independent reading. Be warned. Students with reading difficulties quickly learn that they can bypass the assigned text readings since the teacher will summarize main points or read it aloud to them.
Step-by-Step
- Read aloud when
- hearing the text will help students enjoy it or process it in a more effective way.
- introducing new or difficult texts.
- reading poetry or plays.
- sharing a text of special interest.
- focusing students’ attention.
- beginning or ending a class or segment (as an opener or a wrap-up).
- Choose diverse materials to read aloud, such as
- directions.
- class books.
- literature.
- observations (e.g., from a scientific report used to begin a class or group discussion).
- children’s books.
- random items you discover in your own reading that you think are fun, powerful, or useful to share.
- Read aloud in various configurations, such as
- students to a small group.
- students to the whole class.
- teacher to the students.
- Text talk. Read aloud from a book or several books that might appeal to students. Choose interesting segments that can be read with expression. Stop at the crucial moment when they are hooked.
- Keep in mind guidelines for reading fiction aloud to students from Janet Allen’s (1995) It’s Never To Late.
- Determine if this is the right book to meet the needs of these students at this time.
- Ask if this book can be read in such a way that students will not be bored.
- Choose books that you enjoy, as this will help you read them better.
- Choose a book that matches instructional goals.
- Before, during, and after read alouds have students
- make predictions.
- follow along on the page while the text is being read aloud.
- take notes.
- relate reading to specific content.
- summarize. (written or oral)
Extensions
- Have students record their own reading and thinking aloud – this allows both the student and the teacher to assess fluency.
- With a timer, set for 1 minute, have students record their reading.
- When the timer indicates, stop reading and mark the precise spot in the text.
- Count the number of words. Middle School students should read 100 words per minute; High school students should read 120 words per minute. This builds fluency, accuracy, and speed.
- Use audiotapes of books or poems to add variety to read alouds. Also consider using videotaped performances of poems and plays.