Why I have changed from using the term "Read Aloud" to using the term "Shared Reading"...
After a sudden "Aha!" moment I realized that the term "Read Aloud" was a misnomer. When we read with children we do not simply "read aloud" we share the reading... we laugh together, cry together, look at and talk about illustrations, describe what with words what we are thinking and wondering about and so much more!
This is NOT "reading aloud" it is much more about sharing.... (and there is some research to back this up as good practice.)
Shared reading with Young Learners is one of the most powerful tools for building all sorts of literacy skills, awareness and interest in little learners, even before they ever reach school-age.
Here are some resources related to Shared Reading with Little Learners. Please reach out with your questions, thoughts, suggestions or to find out how we can work together to build even more Literacy-Building Super Powers at your school or library!
Research Tidbits
about some positive effects of Reading Aloud
"The Commission on Reading has said that “the single most important activity for building knowledge required for eventual success in reading is reading aloud to children" "
This ASCD article (from 3/6/2022) provides research, insight, sample procedures, and lots of food for thought for the rigor that can be part of shared reading (at all ages)
"Not only does reading have the ability to reduce stress, but reading aloud also allows children to hear words and concepts that may be out of reach for them individually, but can be learned about with an adult."
This article from "Book Riot" (10/07/2022)shares some of the scientific benefits of reading to children in a very simple, top-level way which could contribute to further discussion and exploration.
"...reading exposure during the critical stage of development prior to kindergarten seems to have a meaningful, measurable impact on how a child's brain processes stories and may help predict reading success,..."
This article (from 04/25/2015) by the American Academy of Pediatrics outlines how MRI evidence "proves" the value of shared reading with children younger than school age has long-term positive benefits to children.
"...the quantity of parent–child book reading interactions predicts children's later receptive vocabulary, reading comprehension, and internal motivation to read..."
This recent research (10/16/2018)research points to a very strong relationship between parental language during shared reading and later child intrinsic motivation to read, vocabulary and more.
There is not one right way to read with little learners, but one thing is clear, reading with little learners can be fun, exciting and a powerful tool for developing skills and habits which enhance literacy and even school success.
Below are some helpful examples and ideas. Join me in a virtual or "real life" workshop to develop your skills, tools and confidence in making your shared reading experiences more powerful and meaningful for your little learners.
"effective teachers model what ideal readers do by explicitly talking aloud as they read, making children aware that they are predicting, making an inference, or changing their ideas about what is happening in a story"
This Reading Rockets article is a great introduction to thinking about how to enhance your skills and planning for shared reading with little learners.
"...Discussion regarding the theme of the book, connections to other books or to incidents
in the children’s own lives will create interest and engagement."
This article from "Research in Higher Education Journal" provides a nice overview of actions which enhance the effects of shared reading.
"Reading aloud to students should include think-aloud or interactive elements and focus intentionally on the meaning “within the text,” “about the text,” and “beyond the text”"
This strategy guide is full or practical ideas and examples for many age groups.
"...questions prompted learners to notice, wonder, make connections from known to new, add details, and make comparisons— while simultaneously building the thinking processes they need to comprehend texts."
