This semester, students in READ 3325.20B were asked to contribute a post to this blog.
by Jazmin Villarreal and Eliana Contreras
Read aloud, I believe, is the single most important thing you can do to help a child prepare for reading and learning. Read aloud can help children build literacy skills, language development, brain development, instill a love of reading and children can experience knowledge gained and shared. Reading is vital, pleasurable and valued by children as well as adults because it is informative and we can all learn something new by reading aloud.
Read aloud is recognized as an important activity that leads to literacy acquisition. It builds word-sound awareness in children which is a prognosticator of reading success. Read aloud to young children are not only one of the best activities to stimulate language and cognitive skills but it also builds motivation, curiosity, and memory (Bardige, B. and Paul H Brookes, 2009). It is said that children who fall seriously behind in critical early reading skills have fewer opportunities to practice reading.
Read aloud helps children develop positive relations, like for example when a parent or teacher reads aloud to a child it gives them one to one attention and encourages children to get associated with books and reading. It also helps children build a stronger foundation for school which is important because once a child starts school, difficulty with reading leads to failure in school for some children because they feel left out or don’t comprehend what is going on.
It also exposes children to story and print knowledge as well as words and ideas not found on day to day bases. Read aloud also exposes and gives children the opportunity to practice listening which is really crucial when it comes to small children.
Reading aloud can also stimulate their imaginations and emotions, by them listening to the teacher read. It’s impressive when a teacher has the children interact with the reading all these ideas that they can come up with. It also models good reading behavior to students, by the way the teacher reads with emotions, and pauses. Many time teachers can expose students to different range of literature, to enrich their vocabulary and understand sophisticated language patters. When the students receive different range of literature the students makes difficult text understandable.
The techniques that we have learned in class are to choose the books that address the class reading level. Before reading the books consider how to make the points out to the students in a successful process. The most important one is that the reading chosen fits the overall curriculum.
It is also important for teachers to mark their text to remind themselves where they will need to pause and think aloud, or where they will have students interact with the text. That way the students will feel the flow of the reading, so that their environment can be as much comfortable as possible. Teachers can also let the students choose their read aloud that way they will know that their interest matter. Read aloud supports independent reading and can also encourage a lifelong enjoyment of reading.