The interactive read-aloud experience: Effective practices of a read-aloud and its methods
of promoting comprehension and vocabulary development
Amy Imfeld Coles
Peabody College at Vanderbilt University
Capstone Essay
March 1, 2010
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Abstract
Many researchers emphasize the importance of interactive read-alouds in
developing and teaching necessary literary skills such as comprehension strategies and
vocabulary acquisition. The Commission on Reading (Anderson, Hiebert, Scott &
Wilkinson, 1985) states that the most important activity for building knowledge required
for eventual success in reading is reading aloud to children (p. 23). The read-aloud
method requires explicit instruction of certain comprehension and vocabulary strategies
within a student-centered, collaborative learning environment. Interactive read-alouds can
be performed beyond emergent reading in developing a reflective, active relationship
between students and the text. Through the active participation of all students and the
teacher modeling of analytical thinking, students make authentic connections around the
text discussion. Teachers monitor and assess the students’ strategy use through tracking
the discussions and the levels of authentic talk around the text and vocabulary. This
research examines the best practices of interactive read-alouds within a collaborative
learning environment and the explicit instructional and assessment methods that
encourage comprehension and vocabulary acquisition.
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Introduction
The interactive read-aloud is a stimulating, engaging way to promote
comprehension and vocabulary development for transitional to fluent readers using the
social, collaborative discussions with the text. Many researchers describe their ideas of
the best practices of an interactive read-aloud. In the learning environment during readaloud, students are active participants within the read-aloud discussion. Talking about the
text in decontextualized language fosters a personal connection with the text within the
student-centered learning environment. With deliberate teacher instruction of
comprehension and vocabulary acquisition skills and deliberate use of authentic
extension activities, students develop and gain the use of strategies for comprehension
and vocabulary growth. Teachers can assess their students’ developing use of
comprehension and vocabulary strategies through multiple informal assessments such as
tracking the “talk” in the group and monitoring each student’s independent strategy use.
The best practices of an interactive read-aloud guide students to develop an
understanding of themselves and their place in the world.
Learning Environment
Building a classroom atmosphere that encourages active participation during a
read-aloud is essential. The learning environment provides security founded on the ideas
of acceptance and trust created by the teacher and modeled by the students (Dawes,
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2008). The set-up of the physical environment, the text selection and the support of the
social environment help to build a community of learners through social interactions
filled with mutual respect and security.
Physical Environment
During an interactive read-aloud, the physical atmosphere facilitates an open and
respectful discussion by the teacher and all classmates. Teachers must organize a
classroom to foster interaction and collaborative discussion. Enhancing the reading area
engages the students and the teacher towards an active discussion (Doyle et al., 2006). An
inviting, quiet area set-up with a couch, a rug, pillows and adequate lighting allows the
students to relish in the intimacy of the read-aloud (Cullinan, 1989). Students feel
comfortable in this type of physical environment, which results in an atmosphere filled
with meaningful opportunities to talk about a story (Pantaleo, 2007). For the ultimate
goal of enhanced participation from every child during interactive read-aloud, small
groups of four to six students is suggested and preferred. This setup allows for more
opportunities to participate and encourages story comprehension (Doyle et al., 2006).
Groups may be homogeneously or heterogeneously organized and based on the most
effective grouping of students for interaction and respectful discussion. A regular,
scheduled time each day for a read-aloud discussion, such as after lunch or during
Language Arts class, helps in setting up the daily expectations for the students and the
teacher (Kimmel & Segel, 1983). The read-aloud becomes a scheduled routine and ritual
that the students expect and anticipate.
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Text selection
In an atmosphere where books are valued and celebrated, students will learn to
love reading (Cullinan, 1989). The text selections during read-alouds support an active
learning environment. Many researchers describe the characteristics necessary in text
selection to enhance a literate and expressive learning environment. For students to
actively engage in the text discussion, the text selection must match their interests and
general understandings of their particular age (Kimmel & Segel, 1983). Students’
enthusiasm heightens when listening to and discussing a topic in which they enjoy,
understand and relish. An appropriate selection for read-alouds is challenging enough for
the students to construct meaning. Beck and McKeown (2001) state that text must also be
slightly above the children’s reading level and would be limiting if read independently
due to the lack of word recognition. Using a text that is above the students’ reading levels
extends language development and acquisition (Cullinan, 1989). High-quality read-aloud
books are appropriate to the students’ interests and match their developmental, emotional
and social levels (Fisher et al, 2004). Kimmel & Segel (1983) remind teachers that,
unlike in independent reading, the reader is unable to stop listening or close the book if
uncomfortable or uneasy. Read-aloud selections cannot cause any discomfort or upset
students, or the learning environment of trust and respect is disrupted. A changing
selection and variety of books will appeal to the students (Cullinan, 1989). Moreover, the
use of texts with changing forms and structures requires the students to make connections
among multiple perspectives and narratives (Pantaleo, 2007). Reading all types of
literature such as poetry, fantasy, historical fiction, non-fiction, and informational books
will aid in developing different types of language and increasing students’ taste for
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multiple literary genres. Shedd and Duke suggest that characteristics of a read-aloud text
selection include a variety or genres, display high-quality writing and reflect upon
diversity and values (2008).
For an effective read-aloud, teachers consider the style and illustrations in the
text. Large, appealing books with illustrations integral to the story will enhance the
learning atmosphere and enthrall the students (Norton, 1991). To enhance the discussions
within the learning environment, teachers select books with a balance of round male and
female characters and books that shape or communicate the human experience to interest
the reader (Norton, 1991). Books that allow for the connection of personal experiences
with the content and within the context of the text result in a reflective and interactive
discussion. Sophisticated books with character motivation, cause and effect, and
resolutions enhance the learning environment by guiding talk that to engage students’
comprehension abilities (McGee & Schickedanz, 2007). Jim Trealease (1982) suggests
teachers look for certain aspects- a book encouraging imagination, humor or compassion,
a book that challenges a student’s awareness of structures, a book that strengthens the
understanding of human motives and/or a book that provides joy that comes with
understanding and success. Also, he encourages a face-paced, easy-to-read dialogue as a
key component in capturing and sustaining the students (1982). Since the teacher is
reading aloud the text and dialogue, the text must provide opportunities to model fluent
and expressive reading (Lane & Wright, 2007). Many factors are considered when
selecting a high-quality read-aloud text in order to sustain and encourage a high-quality
learning environment of discussion around the text.
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Social Environment
The communal experience of an interactive read-aloud creates an authentic bond
within a group of diverse learners (Kimmel & Segel, 1983). The active participation that
is expected and required of every student allows for meaningful opportunities to engage
in the text (Pantaleo, 2007). Through these social interactions, the student is the center of
his meaning making process (Smolkin & Donovan, 2003). The learning environment
during a read-aloud encourages the use of these social interactions to construct meaning,
reason out new ideas and form connections (Smolkin & Donovan, 2003). Students
collaborate in the group discussions with their classmates and the teacher to form
semantic representations of the text. The students and teachers value contributions and
multiple interpretations of the text (Pantaleo, 2007). The environment is enjoyable as
students connect with others and express themselves as individuals (Nelson, 1981). This
student-centered learning allows the students to take control and authority over their own
construction of learning. The teacher relinquishes control but monitors and guides the
direction of the discussion.
Learners and Learning
The read-aloud experience promotes active engagement within a student-centered
learning environment. Through this social way of learning, students use interaction and
collaboration to enhance their connection to the text and to their classmates. By listening
to their own talk and others’ talk, students develop an understanding of themselves
(Pantaleo, 2007). Student discussion and engagement foster active learning and the
construction of meaning within the text.
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Student Discussion
Read-alouds provide rich contexts for engaging children in meaning-making
processes. These kinds of experiences provide for children’s continuing comprehension
acquisition (Smolkin & Donovan, 2003). The rich contexts allow for students to ask
questions to construct meaning of the text and their lives (Doyle et al., 2006). Regulating
his or her own learning by asking questions and getting feedback from the other students
and the teacher helps to construct personal meanings of the text (Doyle et al, 2006).
Students know the expectations in the read-aloud discussion which is performed in their
zone of proximal development to support reflective, interactive learning (Vygotsky,
1978). The learner has incremental and gradual control over the direction, content and
inquiry within the discussion. The students’ increased control over the discussions of the
texts after multiple readings place them at the center of the meaning-making process
(Smolkin and Donovan, 2003). The collaborative activity provides opportunities for
revealing the way texts work while students are reasoning out new ideas and connections
(Smolkin & Donovan, 2003). Discourse and active participation are key factors in
enhancing the learning process.
Engagement
Short et al. emphasize the need of engagement and conversation in order to make
connections; by making connections, children grow as reflective learners (1996). Sipe
(2002) writes about the types of engagement needed to make connections within a readaloud discussion. The first type of expressive engagement is the behavior of dramatizing.
This type of performance includes verbal and nonverbal ways to act out the story,
imitating the events by using language within the text. According to Sipe, stories can be
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invitations to perform (2002). The second type of engagement is the “talking back” to the
characters or to the story. When students perform this engaged activity, they are blurring
the story world and the real world, which results in making personal connections to the
text. Critiquing and controlling are the third type of expressive engagement. Students
suggest alternative plots, settings, and endings to the story. Teachers encourage students
to say “I would have done this, rather than that” which emphasizes personalization and
reflection. Inserting oneself into the story line is another way to increase connections to
the text. Again, reality and the story are blurred together. His last type of expressive
engagement describes the students’ taking over the text to express their own creativity for
their own purposes. For example, students use the story as a springboard towards
inventing a song or another creative act of which they are in total control. Often seen as
disruptive activities, Sipe emphasizes that these ways of participation and responses
around the text provide a richer understanding of the text (2002). Students are “owning”
the text and using creative ways to engage within it. With all of these engagement
activities, students are taking control over their learning within the discussion. Teachers
are encouraged to see these types of engagement as ways of connecting with the text by
providing pleasurable and reflective acts led by the students.
Instruction and Curriculum
The instruction of the interactive read-aloud typically follows a multiple read
format. The main focus of the read-aloud activity is the discussion around the text.
Therefore, the teacher uses and models literary decontextualized talk within the
discussion around the text. Two main strategies focused within the read-aloud discussion
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for transitional to fluent readers are comprehension and vocabulary development.
Extension activities also support a deeper, more reflective inquiry around the text.
The Process and Steps of Reading the Text
In an interactive read-aloud, the teacher’s way of reading the text influences the
discussion and the interest in the text. Teachers read slowly enough for the students to
build mental pictures of the story. Kimmel and Segel encourage using 15 to 20 minutes
for the reading of the text (1983). Good volume and careful attention to pace and
pronunciation are necessary to allow the students to pay attention to the story. Some
researchers encourage teachers to first read the text aloud without showing the
illustrations to provide the opportunity for students to form mental images (Kimmel &
Segel, 1983). After each student individually constructs meaning without the use of
visual aids, the teacher can then show the illustrations. However, other researchers
believe that showing the illustrations while reading emphasizes the use of visual cues to
enhance comprehension. Teachers are continuously modeling fluent reading during the
interactive read-aloud. Cullinan suggests that teachers use their natural voice and avoid
greatly exaggerated voice changes and overly dramatic gestures (1989). These actions
can distract students from the flow and the context of the story. Maintaining eye contact
and enthusiasm during the reading of the story promotes active student involvement.
Intimacy and security are factors in enhancing the read-aloud.
Most researchers emphasize the importance of multiple reads of a text for an
enhanced comprehension, language development and vocabulary development. Teachers
also set a purpose for each reading and plan for expected responses and questions. From
the first reading to the last reading, the teacher’s control diminishes as students increase
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their engagement, elaboration and competence in discussing and engaging in the story
(Sipe, 2002). McGee and Schickedanz (2007) explicitly state an approach to multiple
readings. Before the first reading of the text, the teacher introduces the book by showing
the front cover and title page and describes a general summary or main problem in the
story. During the first reading, the teacher introduces five to ten vocabulary words by
inserting child-friendly definitions, gesturing to show an action or by pointing to
illustrations clarifying the word. Throughout the first read, the teacher systematically
chooses two to four parts in the text to model analytical thought such as prediction,
visualization or inference. After the first read, the teacher asks “why” questions, to
encourage deeper reflection on prediction or inference, and follows up on children’s
responses. The purpose of the second reading, which occurs one or two days after the
first reading, is to enhance the children’s engagement around the story and increase
comprehension. In this stage, the students are participating more and taking advantage of
the opportunities to engage in literary talk. The teacher asks probing questions to allow
for more prediction or inference about a character’s motivation or problem. Teachers
pose more “why” questions or “What would have happened if…?” to deepen analysis.
Repeated instruction or reminders of the vocabulary words is encouraged. The third read
(a few days after the second read) allows for a student-centered discussion of re-telling,
identifying problem and solution and sequencing the story. Teachers continue to monitor
and develop comprehension by asking exploratory questions (McGee and Schickedanz,
2007).
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The Talk within the Discussion
The main purpose for interactive read-alouds for transitional to fluent readers is
fostering students to become active, engaged readers in order to gain competence and
independent use of strategies for comprehension and vocabulary development (Scharlach,
2008). Instruction is designed to encourage meaning-making through participation and
the use of reflective talk. Teacher explanations and student discussions are factors in
constructing meaning from texts (Brabham & Lynch-Brown, 2002). Many researchers
discuss the ways of using discussion-based instruction to increase comprehension and
vocabulary; these types of instruction can overlap in a read-aloud discussion.
The Talk for Comprehension Instruction
Teachers create meaningful, authentic experiences with text by critically talking
about the text with the students. By challenging the students while still staying within the
students’ zone of proximal development, teachers develop and encourage ways for
students to construct meaning from text. Much research has been given to the different
types of models of talk during an interactive read-aloud- exploratory talk (Pantaleo,
2007), non-immediate talk (Dickinson & Tabors, 2001), text-talk (Beck & McKeown,
2001), or dialogic reading (Whitehurst et al., 1988), among others. The important
reminder for teachers is to ask open-ended questions that extend beyond the text.
Through explicit modeling, teachers pose questions and demonstrate their ways of using
certain types of comprehension strategies. This type of modeling encourages a gradual
metacognitive transfer to students for use in independent reading. Focusing on two or
three strategies during a read-aloud encourages students’ practice of the strategies.
Teachers can focus on the comprehension strategies of predicting, inferring,
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visualization, and/or connecting text to other texts or to personal experiences, among
others. In pre-reading the text before instruction, teachers discover the most applicable
strategies from the specific text to model in the discussion.
In dialogic reading, providing feedback is essential to allow for comprehension.
In the read-aloud discussions, teachers scaffold the students into making connections with
the text to their personal lives and the world. These types of prompts encourage
connections to construct meaning. Teachers help in making text-to-life connections by
forging strong links between stories and their students’ lives (Sipe, 2002). Teachers
challenge the knowledge and skills by increasing the complexity of the conversation to
just above the students’ current ability. Teachers are ready to scaffold the students in
deepening their knowledge-building by prompting them with probing questions by using
“wh” prompts (where, why, who, and what if) for help with prediction, character
motivations, inferences and/or cause and effect. Distancing prompts, such as “what would
you do in this instance?” are also used to allow for personal connections and deeper
reflection (Graves, 2006). These types of prompts enhance the learning experience.
During the model of text-talk, Beck & McKeown also stress quality talk to
encourage the students to focus on story ideas and think about the text in reflective and
personal ways (2001). Teachers ask open-ended questions to develop this reflection
within the students. Specific responses limit critical thinking, so the use of “and” and
“because” prompts discussion and explanation (Glazer, 2005). The teacher follows up
with the responses in productive ways by rephrasing or restating responses to monitor
students’ comprehension. Promoting multiple interpretations by seeking several
responses encourages active participation and a mutual respect for the sharing of ideas.
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These types of effective talk support the use of decontextualized language with
the students to connect the book to life outside the classroom (Shedd & Duke, 2008).
Decontextualized language aids in analysis of the story, its language and content.
Manning (2005) points out that talking about the text in a decontextualized way helps
students to connect with their own prior knowledge and allows for a text to self, text to
text and text to world connections. Invoking background knowledge and integrating this
knowledge with the text content develops comprehension (Beck & McKeown, 2001).
Sipe (2002) emphasizes the importance of this balance between literary analysis and
personal, affective response to the text. Students need to feel a connection with the story
and its characters in order to deeply reflect within the discussion. Teachers scaffold their
students into making these personal connections by using decontextualized language.
The Talk for Vocabulary Instruction
To enhance vocabulary development and comprehension, the best practices of
interactive read-alouds use the context of texts to introduce vocabulary, present multiple
exposures of the chosen words and engage active processing by getting students to
interact with the words (McKeown & Beck, 2004). Read-alouds provide a common
ground for the students to acquire vocabulary before having the reading skills necessary
to comprehend the vocabulary during independent reading (Beck and McKeown, 2001).
The read-aloud practice exposes students to new vocabulary due to the opportunities to
use decontextualized language (Coyne et al., 2004).The participatory talk around the text
allows for a more meaningful, authentic context for this vocabulary development.
Researchers encourage the use of the multiple reads to reinforce and construct a deeper
connection with the new words. Studies have shown that significant gains in vocabulary
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are made through the use of repeated readings and simple explanations of the target
words (Penno et al., 2002).
Teachers explicitly select and present the word meanings of certain vocabulary
using clear, student-friendly definitions. Throughout the readings, the teacher models the
word in multiple contexts, either through gesturing, using it in a sentence, allowing for
personal experiences with the word or extending the discussion into a writing activity
using the vocabulary word in context of the story. Choosing rich, meaningful vocabulary
important to the story enriches the vocabulary instruction (Santoro et al, 2008). In the
first reading of the text, the teacher introduces the word with a child-friendly definition.
In the second reading, teachers can use gestures or phonetic prompts to allow the students
to chime in and participate with the vocabulary in the textual context. In the last reading,
the teacher’s encouragement of the students to connect the word to personal experiences
deepens the construction of the meaning of the vocabulary (Doyle et al, 2006). Students
use this type of social interaction to acquire vocabulary and transfer its meaning to other
contexts and experiences.
Teachers can also encourage students to use self-performed strategies to decipher
a word meaning for use in independent reading. For example, during the read-aloud,
teachers can model the strategies of using information from pictures or graphs as cues, rereading the sentences preceding the difficult word, reading beyond the word, or thinking
about what makes sense in the context to encourage the practice of independent use of
vocabulary strategies (Rhodes, 1993). By teachers’ taking advantage of sophisticated
vocabulary in the text through explicit instruction and encouragement of the use of the
words after reading, students will maintain the word after initial instruction. The effect is
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the addition of the words as a part of their repertoire of vocabulary (Beck at McKeown,
2001).
Extension Activities
Many researchers encourage the use of literary extension activities after readaloud discussions to deepen comprehension and vocabulary development. Moving
between different types of communication systems, such as writing, language, art, music
and drama, within literary extension activities provide the opportunity for new
perspectives on students’ knowing, and allows for the expression of range of meanings
(Leland & Harste, 1994). Allor & McCathren (2003) call this type of activity a
celebration activity which motivates students to connect the meaning of the text with
their own experiences. Cullinan (1989) believes these extension activities allow the
students to savor and absorb the books. Extension activities stimulate interpretation,
personalization and a lived-thru experience of the story (Sipe, 2002). Cullinan (1989)
suggests multiple types of activities that heighten reflection and creativity around the
meaning of the text. For example, writing activities can draw on the written models of the
read-alouds texts. Writing curriculum can focus on the styles, structures and organization
found in the read-aloud book. Teachers encourage the relatedness of the students’ writing
to the writing in the text. Also, dramatic play, such as pantomiming, improvising, acting
out the story, and/or art concepts, supports reflection and personal connection. Drawing, a
type of communication, gives voice to students by talking about the meaning of a story
and how it relates to their own lives (Leland & Harste, 1994). Linking the different ways
of communication to the read-aloud text and its corresponding discussions supports the
building of meaning and inquiry around the text.
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Assessment
Comprehension Assessment
Researchers provide teachers with multiple ways to assess comprehension during
an interactive read-aloud. Most of the assessments for comprehension are formative,
informal performance-based processes that focus on developing the process of
comprehension, not the end-product (Caldwell, 2008). Assessment tools for monitoring
comprehension focus on the use of retelling, tracking strategy use and talk within the
discussion, and written activities.
Retelling
Teachers perform running records or anecdotal notes during a student’s retelling
of a story to assess comprehension (Taberski, 2000). One-on-one reading conferences
can be performed, or the teacher can adapt the conferences to small group conferences if
necessary. Taberski outlines the procedures of the re-telling running record (2000).
During the conference with the student (or multiple students if feasible), the teacher
explains to the student that they are trying to see if the student understood the text. Next,
the teacher asks the student to tell him or her about the story. After the teacher records the
summary of the re-telling in phrases, he or she determines how well the student
understands the text by looking for a precise summary with reasonable understanding,
accurate and confident talk about the text, references to the text, and the providing of
specific and general information. Then, the teacher notes on the running record if the
student has a reasonable understanding of the text. If comprehension is lacking, the
teacher finds why the comprehension is questionable due to text or word level difficulty
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(Taberksi, 2000). This type of assessment is formative and performance-based to monitor
the comprehension strategies and abilities of the student. If the teacher notices a lack of a
specific comprehension strategy, such as prediction or inferring across the class or
multiple students, then he or she knows to continue modeling that strategy in future
lessons to ensure student comprehension.
Tracking Comprehension Strategy Use
Tracking independent comprehension strategy use within the read-aloud
discussion is another type of formative, performance- based assessment to gauge
comprehension abilities. Typically this type of assessment is performed during guided
reading, but it can be adapted to read-alouds. In tracking students’ thought processes,
teachers can ask their students at segments of the reading to discuss what they are
thinking (Caldwell, 2008). Teachers monitor the students’ think-aloud responses and their
use of comprehension strategies to determine the level of active use of comprehension
strategies. Teachers record in anecdotal notes what strategies the students are using and
what strategies need to be modeled in the future. This diagnostic method assesses the
learner’s strengths and weaknesses within comprehension. However, Scott finds fault
with this type of assessment tool (2008). He believes that most people have difficulty in
verbalizing automatic thought processes, which can skew the results of the
comprehension monitoring.
Tracking Talk
A more accurate, formative comprehension assessment tool during the discussion
of the text is a teacher checklist to code and record the types of literary responses for a
small or large group (Caldwell, 2008). Since this tool can be adapted and used for many
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students at one time during a discussion, it is a more practical way of assessment.
Teachers can start with coding a few students’ responses, and then gradually increase the
amount of students according to feasibility and teacher comfort level. In Caldwell’s tool,
teachers make an assessment checklist which includes the three categories of literal
discussion responses, inferential discussion comments, and application comments. Under
each category are written examples of types of responses coded to that category. For
example, the literal comments category includes comments regarding paraphrasing,
summarizing and noting of the text topic. Under the inferential discussion comments,
points to look for include inferencing, predicting, visualizing, and questioning based on
understanding. The application column includes comments on the level of reacting
personally, judging, and/or applying content to a new or different context. Teachers place
a check in the appropriate column when they hear students’ making comments or asking
questions in relation to the category. In order to have a more accurate view of the
students’ comprehension abilities, teachers collect multiple samples during multiple readaloud discussions.
To adapt this formative assessment for producing a summative assessment,
teachers can use these checkmarks from the samples to look for patterns among the class
or individual students to designate overall student performance in a grade book. In each
category, if a student’s comprehension comments are evident, then teachers record a plus
sign. If there is some comprehension, teachers record a check sign for the respective
category. If comprehension is not evident, teachers record a minus sign for the respective
category.
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Written Activities
Another way to reflect comprehension abilities as a tool for assessment is
monitoring the work within written activities. Writing opportunities extend a student’s
understanding of texts (Pressley et al., 2001). The use of story maps help students to think
about the story elements of character, setting, and problem and resolution working
together (Taberski, 2000). The use of character maps allows students to focus on the traits
that direct the action of the story. Students gather supporting evidence to make inferences
about the character, which is a type of comprehension ability. Using these activities to
gauge a student’s comprehension allows for a formative assessment. A teacher can
examine these written activities to shape his or her instruction to fit the needs of a
student’s or group of students’ ongoing process of comprehension.
Response journals and reaction writing pieces also encourage responses to
literature. When children see themselves as authors, they bring new insights and
understandings to the materials read (Slaughter, 1993). With writing activities, students
desire to create meaningful texts and seek meaning in the writing of others (Slaughter,
1993). Therefore, by using writing as a connection activity to the read-aloud text and
discussion, the text becomes part of their personal experiences (Slaughter, 1993). When
texts are connected to their lives, meaning is constructed. Connecting writing activities
within the read-aloud enhances a deeper comprehension by forming personal connections
to the text and by encouraging responses to literature with another communication
system. Teachers monitor the affective responses in the writing pieces to gauge
comprehension and connection to personal lives; the responses can be used to make a
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formative assessment on what strategies or topics to review in class or with the individual
student.
Vocabulary Assessment
Vocabulary in read-alouds is taught within the context of the text by the teacher’s
use of decontextualized language in the discussion. Teachers foster talking about words
and having students place them within the context of their own lives (Caldwell, 2008).
Vocabulary assessment that captures a rich comprehension of word meaning focuses on
comprehension and generation of the word in a new or novel context (Caldwell, 2008).
Tracking discussions around the word, creating sentences with accurate use of the word,
and tracking vocabulary strategy use are different types of assessment tools to monitor
vocabulary acquisition and development.
Tracking Discussions around the Word
For younger and older students, tracking the discussions around the word
meanings is a formative tool that can be used to monitor vocabulary assessment. For the
younger students, teachers can use a simple template to keep track of which students
understand a word based on their description, application of the word to personal life or
categorizing of the word (Caldwell, 2008). With older students, constructed response
assessments also help to monitor comprehension. Caldwell describes a tool that charts
constructed response activities within group work. Because of the group work, the
assessment is formative in nature. The constructed response vocabulary activities are
categorized by literal level (providing definitions, synonyms, and/or antonyms),
inferential level (with comparison and extension activities like creating compare-andcontrast diagrams and/or word maps/webs, sorting words, and providing examples of
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words), and application level (connecting words to personal experiences) (Caldwell,
2008). Teachers can listen to the group discussion and place a check in the category when
he or she notices the student is manipulating the target word in the category level.
Creation of Sentences
The creation of sentences is a type of formative assessment of word knowledge
typically used for third grade and older. Teachers instruct the students on the format of
the test before using it to assess word knowledge (Caldwell, 2008). After teacher’s
modeling of accurate and descriptive use of vocabulary words in a sentence which
reflects understanding, students can be assessed on their creation of sentences with the
target words. Teachers can also encourage students to use the target word in a sentence
that relates to their personal lives (Caldwell, 2008). Students are motivated and engaged
in the activity when making connections with vocabulary and their personal experiences.
Their enthusiasm to link the vocabulary word to their own lives fosters vocabulary
acquisition.
Vocabulary Strategy Use
Rhodes also discusses a student self-assessment of the use of vocabulary word
strategies (1993). This form is typically used during guided or independent reading, but
can be adapted to read-aloud discussions. When the teacher reads a difficult word to the
students within the story, the students record on a self-assessment form what type of
strategies they are actively using to find meaning of the word. They circle specific types
of strategies using such as thinking about what make sense in the context, using picture
cues, re-reading the sentence before the word or reading beyond the word (Rhodes,
1993). Teachers make certain that they have read enough of the story and the context for
The interactive read-aloud experience
22
students to make sense of the word using one or more of these strategies. Teachers review
the self-assessment forms to monitor the students’ use or lack of use of vocabulary
strategies.
Implications for Practice
The Commission on Reading (Anderson, Hiebert, Scott & Wilkinson, 1985) states
that the most important activity for building knowledge required for eventual success in
reading is reading aloud to children (p. 23). How do we show teachers that reading aloud
to children is not only beneficial for emergent readers? How do we encourage and
emphasize the importance of read- alouds for transitional and fluent readers as well?
Students with different reading levels and different ages can take advantage of the readaloud discussion. Predicting, inferring, critiquing and developing vocabulary strategies
can be taught in many grade levels and subject areas. Even high school students need
instruction on how to critique, predict and acquire vocabulary strategies in order to
deeply reflect upon a text or issue. Talking about a text within a group is an opportunity
to develop these skills as students learn from interactions among their peers.
With all the different types of teaching methods, why choose a read-aloud to
develop comprehension and vocabulary? By showing teachers the importance of
promoting a participatory, reflective discussion around a high-quality text and an explicit
instruction of comprehension and/or vocabulary strategies, teachers will see the benefits
of interactive read-alouds to all their students and their learning environments. How does
the education field promote the use of and the best practices of read-alouds? The use of
texts describing read-aloud practices or professional development workshops that model
The interactive read-aloud experience
23
the best practices of read-alouds are key factors in spreading the benefits of this type of
teaching.
Teachers might also question how to perform read-alouds for only four to six
students with a classroom of twenty students. What are the other students engaged in
while the teacher is focusing on certain students? Reflective, interactive small group
discussions might be difficult to organize in the classroom, but the benefits in
comprehension, fluency and vocabulary development to the students are worth the
organizational upset. The flow of a classroom is not always linear. Students can be
working on other projects or activities while the teacher leads a small group discussion. If
this type of structure is not feasible, then teachers can perform a whole group read-aloud
discussion. All the students can take advantage of a collaborative, reflective discussion
around a text.
Organizing the physical and social environment to support an appreciation of
literature around discussions is essential to any classroom. Selecting rich, challenging
texts for use in read-alouds shows students the value and the benefits of learning from
high-quality literature. Distinguishing a physical space in your classroom for an intimate,
literary discussion around a rich text opens up opportunities for students to relish in the
act of reflection. Teachers build a trust within the social and physical learning
environments to promote deep, engaging thinking.
Conclusion
Many researchers strongly emphasize the practice of read-alouds for all ages to
develop and acquire reading skills and strategies. Through explicit teacher instruction,
The interactive read-aloud experience
24
read-aloud discussions emphasize comprehension and vocabulary strategies around the
context of the text. Encouraging a personal reflection of a text within a social,
collaborative discussion around the text will develop an engaging, expressive learning
environment. Placing students at the center of their meaning making allows for a deeper
connection to literature within the classroom environment. In this engaging environment,
the students are regulating their own learning through teacher and student feedback.
Teachers continually monitor the active student uses of comprehension strategies and
vocabulary acquisition strategies. An effective read-aloud experience is a key
instructional method in promoting stimulating and meaningful student reflection and
connection through high-quality literature.
The interactive read-aloud experience
25
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