Reading aloud can be enjoyable for any age
group. Everyone likes to be read to at
some point in their lives. Especially in
elementary school, listening to stories helps children learn about relationships
between words and speech. Children’s vocabulary
can be greatly improved by reading aloud.
As teachers use the read aloud strategy in their classroom to build
understanding and comprehension, they pause along the way to ask questions and get
their students input. On the contrary,
some children say they do not like this style of reading and would simply
prefer to be read a story uninterrupted.
This is why there are different read aloud techniques.
Just
reading, performance-style, and interactional approaches to a read-aloud are
the different ways that teachers can read to their students. Each situation varies and some teachers
prefer to do so different ways. It may
depend on the purpose for reading. If a
story has a heavy plot line that needs to be followed, then just reading is the
style to go with so that the students are not constantly stopped and lose sight
of what is going on in the story.
In
the end, interactional and performance style read aloud approaches were found
to be more effective when it comes to vocabulary acquisition. This is evident because there is much more
interaction with the teacher and students, questioning, and explaining.
Do these styles vary in
high school as well or just elementary?
Why do some teacher
prefer just reading over interactional and how do they choose which to use?
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