Reflection #4: The Value of Read-Aloud

We all have hopefully been read aloud to at some point in our lives whether that has been by our parents, a teacher, or even a friend. However, perhaps one common thread with all of our children's read-aloud experiences and perhaps our own is the time in our lives they have occurred. Children at a younger age are commonly read aloud to, and we don't typically see it at the upper grade levels. In this article, the author shares that reading aloud has a very high value when it is done far beyond the fundamental years in early education. 

The power that reading aloud has on students is impeccable, especially after the primary years. When read aloud to, students are able not only to focus on what the story is telling them, but they are building the critical foundations for, "reading components: reading motivation, work knowledge, syntax, story grammar, genre knowledge, author's intentions, readers' choices, and understanding" (47). They are also not getting hung up on the words they don't know, and they are learning how to become independent readers. They are getting to see the "magic" in books and reading when they are not constantly struggling through the text. With a little help, they will be able to learn how to analyze and dissect these text, and they will be able to interact with the text. These skills are not only essential for young students; they are critical for our older students who are on their way to becoming independent readers after a high school diploma.

As a teacher, there are many notions that we need to keep in mind with using read-alouds. The environment for a read-aloud needs to be positive and respectful. It needs to be able to manage a read-aloud where students feel confident and have clear expectations. Student roles are also important, and the teacher needs to establish them clearly. Active listening is a key component from the students for read-alouds to be beneficial for all students, and this needs to be expressed from the beginning. They are risk-free, and they can be really fun and engaging when we find a great read-aloud. 

I know a lot of us in our content areas that aren't reading or English feel that it is hard to fit in a read-aloud with our demanding pacing guide of our curriculum. However,the author reassures us that "five to ten minutes spent in this way each day has a significant influence on students' literacy and learning lives" (45). Perhaps, we can think about this and find some time during the day to see this importance of reading aloud to our students at the upper level.