Annotated Bibliography
Impact of Reading Aloud on Early Childhood Literacy Development
Part 1: Introduction
Context of the Problem
Exploring the realm of early childhood education, it becomes increasingly clear that
foundational literacy skills are critical for the holistic development of a child. In this context, the
practice of reading aloud stands out as a particularly influential activity. As highlighted by Sun
(2022), reading aloud not only captivates the young mind but also plays a crucial role in
nurturing language and literacy skills in early learners. This approach transcends mere
storytelling; it is an interactive gateway that opens up worlds of vocabulary, understanding, and
critical thinking for young children. Despite its recognized importance, the application of readaloud practices in educational settings is fraught with challenges. A significant gap exists
between theory and practice, often attributed to limited resources, insufficient training, or a lack
of understanding of these practices' full benefits. Kim et al. (2020) highlight that this disparity
leads to inconsistent literacy experiences among children. Such inconsistencies can have farreaching consequences, potentially impacting the long-term academic trajectory and cognitive
development of young learners. This issue becomes even more pronounced in underprivileged or
culturally diverse settings, where resources and skilled educators might be scarce.
Statement of the Problem
Acknowledging the value of reading aloud is one thing; effectively implementing it is
another. The current literature, including the work of Wrenn and Stanley (2022), underscores a
significant knowledge gap regarding the optimal execution of read-aloud practices. Key
questions remain unanswered: What are the most effective methods and materials for read-aloud
Annotated Bibliography
sessions? How can these sessions be tailored to cater to the diverse needs of young learners?
How do factors like the choice of books, the frequency of sessions, and the interactive strategies
employed by educators influence the outcomes of these sessions?
Statement of Purpose
In light of these challenges, this paper seeks to bridge the gap between theory and
practice. It aims to amalgamate a range of research findings with practical strategies to enhance
the effectiveness of read-aloud practices in early childhood education. Drawing on the insights
from authors like Acosta-Tello (2019), the paper will delve into various aspects of reading aloud
– from its impact on language acquisition to its role in fostering a lifelong love for reading. The
goal is to provide a comprehensive resource that can guide educators, parents, and policymakers
in cultivating robust literacy foundations in young children through strategic and engaging readaloud sessions.
Mapping Statement
The paper is structured to provide a comprehensive overview and practical insights into
the topic. Annotations 1-3 will present arguments on the cognitive and linguistic benefits of
reading aloud, including its role in vocabulary acquisition and comprehension skills. Annotations
4-7 will illustrate best practices in read-aloud sessions, focusing on strategies for engaging young
learners, selecting appropriate literature, and incorporating read-aloud activities in diverse
educational settings. Finally, Annotations 8-10 will discuss the challenges and solutions in
implementing effective read-aloud practices, particularly in under-resourced or culturally diverse
environments. This structure ensures a holistic understanding of reading aloud as a key
component in early childhood literacy development.
Annotated Bibliography
Part 2: Annotations
Section 1: Cognitive and Linguistic Benefits of Reading Aloud
Annotation Bibliography 1
Massaro, D. W. (2017). Reading aloud to children: Benefits and implications for acquiring
literacy before schooling begins. The American Journal of Psychology, 130(1), 63-72.
https://doi.org/10.5406/amerjpsyc.130.1.0063.
The purpose of the study is to make a comparison between the language complexity of
picture books and that of speech directed by adults and children. It examines the possible
advantages of reading aloud to children in terms of introducing them to more intricate linguistic
patterns. Massaro argues that reading aloud to children provides exposure to richer vocabulary
and more complex language structures than typical child-directed speech, which could have
significant benefits for early language development. The study found that picture books provide
language that is noticeably richer and more complex than both adult- and child-directed speech.
This complexity was demonstrated by a number of measurements, including story sophistication,
syntactic diversity, and vocabulary diversity. The study also found that picture books have a
larger vocabulary and more complex grammatical constructions than spoken language, which
suggests that children who hear these books read aloud would experience higher levels of
linguistic stimulation. Reading aloud to children is important in early childhood education
because it can help them develop advanced language skills, cognitive abilities, and a deeper
comprehension of narrative patterns. The researcher analyzed the semantic and grammatical
content of picture books, child-directed speech (CDS), and adult-directed speech (ADS),
comparing their vocabulary and structure. The study utilized databases of recorded speech and a
Annotated Bibliography
collection of popular picture books to assess the frequency of different word types and their
complexity. Finally, Massaro's study emphasizes the importance of reading picture books aloud
in early childhood education. The research shows that picture books have a wider vocabulary and
more complex syntax than spoken language. This implies that reading picture books aloud to
children increases linguistic and cognitive stimulation, which is essential for early language
development and understanding. Reading aloud can improve children's literacy and cognitive
development, so the study recommends including it in the early learning curriculum.
Annotation Bibliography 2
Baker, S., Santoro, L., Chard, D., Fien, H., Park, Y., &Otterstedt, J. (2013). An Evaluation of an
Explicit Read Aloud Intervention Taught in Whole-Classroom Formats In First Grade.
The Elementary School Journal, 113, 331 - 358. https://doi.org/10.1086/668503.
This study by Baker et al. (2013) investigates how well a read-aloud intervention works
to increase first-grade children's vocabulary and comprehension. In this study, twelve teachers
were randomly assigned to either the intervention or the comparison condition for the course of
the 19-week trial. The intervention included the use of structured narrative and expository texts
as well as interactive discourse. The population under focus in this study comprised 198 pupils in
the first grade. A randomized control trial (RCT) was used as the methodological strategy to
ensure a thorough analysis of the intervention's effects. Significantly, the comparison group,
which used conventional read-aloud techniques without the structured intervention, performed
worse than the intervention group, which comprised both high-risk and low-risk language
learners. This implies that in early education contexts, explicit read-aloud methods can be highly
advantageous. The findings of this study are important because they provide empirical support
Annotated Bibliography
for particular read-aloud strategies and highlight actions that should be done before, during, and
after reading in order to improve vocabulary and comprehension. The results are consistent with
previous research on literacy development, and the article offers a useful manual for teachers
looking to use successful read-aloud techniques. The study's results highlight the specific benefit
of explicit read-aloud methods for children with higher language learning risks, thereby offering
insights that could potentially shape educational policies and instructional practices. While the
qualifications of the authors are not explicitly delineated in the paper, the fact that the research is
published in a peer-reviewed journal lends credibility to their academic standing. The inclusion
of standard research elements, such as tables and bibliographies, enhances the scholarly rigor of
the study and provides a valuable resource for future reference and exploration in the field of
literacy education.
Annotation Bibliography 3
Håland, A., Hoem, T., & McTigue, E. (2020). The Quantity and Quality of Teachers' Selfperceptions of Read-Aloud Practices in Norwegian First Grade Classrooms. Early
Childhood Education Journal, 49, 1-14. https://doi.org/10.1007/s10643-020-01053-5.
The study's aim was to document the read-aloud practices and attitudes of first-grade
Norwegian teachers and analyze how these practices align with research-based recommendations
for enhancing children's literacy development. The authors propose that the lack of structured
and engaging read-aloud practices explains why, despite the widespread use of read-aloud in
schools, the potential benefits for literacy development are not completely achieved. The study
found that rather than being a required literacy activity, read-aloud is often used as a classroom
management technique. Texts tend to be selected by teachers more for their entertainment value
Annotated Bibliography
than for their instructional potential, and well-known, classic texts were strongly preferred over
more recent releases. Minimal use of informational texts and a preference for fiction were also
observed by the study. Teachers also rarely used scheduled pauses for interactive discussions
during reading aloud, despite the fact that they frequently used unplanned pauses to define
words. These findings suggest that literacy instruction is being taught more reactively than
proactively. In order to collect both quantitative and qualitative data, the study used a survey that
was given to 299 first-grade teachers. The survey included both closed- and open-ended
questions. The frequency of read-aloud, the reasoning behind the text selection, and the type of
teacher-student interaction that took place during these sessions were the main topics of the
analysis, which also included descriptive statistics for the quantitative responses and open coding
for the qualitative data. In conclusion, Norwegian teachers frequently conduct read-aloud
sessions, but these are not fully harnessed for literacy development. There is a significant
opportunity to improve the practice by integrating read-aloud more effectively into literacy
instruction, using a wider variety of texts, and planning for interactive discussions. To achieve
this, teachers may need more training and resources to enhance the educational value of readaloud activities.
Section 2: Best Practices in Read-Aloud Sessions
Annotation Bibliography 4
Olof, E. P., & Duić, J. V. (2016). Reading Aloud and Interpretative Reading in Class. Croatian
Journal Educational / HrvatskiCasopis Za Odgoj I Obrazovanje, 18(3), 697–726.
https://doi.org/10.15516/cje.v18i3.1994.
Annotated Bibliography
The article by Olof and Duić investigates the educational advantages of interpretative
reading and reading aloud in the classroom. According to the authors, these activities improve
students' interest and understanding in addition to supporting the development of reading skills.
The study examines how frequently and how Croatian teachers conduct their reading sessions,
focusing on the importance of pre-reading conversations and the use of audio recordings to
enhance the reading experience.
The study finds a discrepancy between the supposed advantages of reading aloud and
how it is actually implemented in classrooms. Although most teachers read aloud to their
students on a regular basis, there is a noticeable lack of strategic use of audio resources and prereading exercises, which are important in improving the comprehension of the reading process.
According to the study, reading in a more expressive and emotional manner, like in a
performative act, could greatly increase the effectiveness of reading sessions. For teachers
looking to improve their methods of teaching reading and for scholars studying modern
approaches to teaching literacy, this paper is especially instructive. The results support the idea
that reading aloud should be done in a more dynamic and engaged way since this could help kids
achieve better literacy results. The study adds to the larger conversation on literacy development
techniques by carefully analyzing the data and emphasizing the transformative potential of
reading aloud in conjunction with well-thought-out instructional design. The research's
implications go beyond the Croatian setting, providing educators everywhere with a global
framework for reconsidering and reviving the reading-aloud paradigm.
With its practical suggestions for improving practice and outlining future study
directions, the paper is a significant addition to the body of knowledge in education. It
emphasizes how important it is for teachers to focus on reading as a skill that has to be taught as
Annotated Bibliography
well as an experience that should be enjoyed in order to provide children with a more
comprehensive and engaging learning environment.
Annotation Bibliography 5
La Croix, L., Parsons, A. W., Klee, H. L., Vaughn, M., & Yun, S. (2023). A Snapshot of Early
Childhood Teachers' Read-Aloud Selections. Early Childhood Education Journal.
https://doi.org/10.1007/s10643-023-01534-3.
La Croix and colleagues investigate the read-aloud books that early childhood teachers
choose, highlighting the variety and range of genres in the selections. 445 teachers participated in
the study, which found that they preferred read-aloud sessions with fiction, especially fantasy,
over factual and other genres. It also presents educational issues about the range of character
representation and subject matter that is provided to children. Despite the prevalence of fiction,
the research highlights a need for a more balanced inclusion of nonfiction to expose children to
varied linguistic structures and content-specific vocabulary. The study points out that although
anthropomorphic fantasy is still widely used, it might not be the best way to communicate socialemotional themes or help children develop their phonological awareness, which is an important
early learning objective. The results indicate a susceptibility to external cultural and educational
stimuli, as instructors' choices are influenced not just by curriculum and personal preferences but
also by seasonal and cultural celebrations, including Black History Month. Significantly, the
paper addresses how diversity is portrayed in children's books, noting that 18% of books depict
parallel cultures and mostly focus on Black and African American lives. The study notes that
some narrative styles predominate and that seasonal factors may skew statistics, but overall, the
results point to a progressive shift towards more inclusive literature that better reflects the
Annotated Bibliography
diversity of student populations. The article emphasizes how important it is for teachers to be
thoughtful about the texts they choose and supports authentic and intentionally diverse readaloud choices. It's a call for teachers to read more books and for more study to be accomplished
on how reading books out loud affects the development of young students, especially in the areas
of cultural and social-emotional literacy.
Annotation Bibliography 6
Nambiar, P., & Gade, S. (2021). Reading Aloud as a Leading Activity with Preschool Students.
LEARNing Landscapes, 14(1), 265–275.
The purpose of this study is to explore the impact that read-aloud activities given by
teachers have on preschoolers in India. The growth of young children's higher psychological
activity is demonstrated by the use of words, the substitution of objects, and the exploration of
social roles in the stories that are read aloud. The socio-dramatic play and cultural-historical
development of young children are also investigated, as well as the ways in which this activity
helps both of these areas. The article posits that read-aloud activities in preschool are essential
for developing children's learning, particularly during middle childhood. Through the use of
three short stories, the research demonstrates that reading aloud to children not only helps them
learn new words but also makes them more sensitive to sounds and makes them love reading in
general. The fact that children are able to play an active part in the narratives of these games
helps to create a shared context and makes learning more enjoyable. The findings make it clear
that reading aloud to children is not only an enjoyable activity; it is also a method for evaluating
and enhancing the reading abilities and comprehension of children. The method involved
observing and writing down how the preschool teacher read aloud to the kids and how they
Annotated Bibliography
interacted and responded. The study used a qualitative method and focused on close observations
and reflections on these exchanges to find out how they affected the kids' growth. In summary,
read-aloud exercises are vital for improving children's learning in Indian preschools, especially
when it comes to phonological awareness and vocabulary development. It highlights that these
activities are more than just entertainment; rather, they are important instruments for fostering
young learners' cognitive and sociodramatic development.
Annotation Bibliography 7
Senawati, J., Suwastini, N., Jayantini, I., Adnyani, N., & Artini, N. (2021). The Benefits of
Reading Aloud for Children: A Review in EFL Context. IJEE (Indonesian Journal of
English Education). https://doi.org/10.15408/ijee.v1i1.19880.
The study examines expert opinions and earlier studies on reading aloud, with a focus on
the definition, characteristics, and advantages of this activity for young EFL learners, guided by
George's (2008) literature review framework. The study's main thesis is that teachers are
essential to the success of reading-aloud activities. This entails their capacity to choose texts that
speak to the interests and comprehension levels of the students, to efficiently schedule the
reading speed and discussion breaks, and to forge deep connections between the text and the
learners. The results of the literature review suggest a great improvement in language skills
among EFL learners. Based on the findings, young EFL learners can greatly improve a range of
language skills when they are provided with a well-run reading-aloud program. Vocabulary,
pronunciation, speaking, listening, reading comprehension, and communicative skills are some
of these abilities. Reading aloud has also been demonstrated to improve literacy, motivation, and
critical thinking abilities. This suggests that it has a great impact on the normal English language
Annotated Bibliography
development trend among young children. Employing George's model of literature review, the
study methodically analyzed existing scholarly articles and research papers. This model involves
a systematic approach to evaluating both the qualitative and quantitative aspects of previous
studies, providing a comprehensive understanding of the subject matter. In conclusion, reading
aloud is still a very relevant and successful teaching method, the study finds, even if it is a more
conventional approach. The advantages listed support its ongoing use in current EFL classes and
highlight its significance. The research highlights the potential benefits of reading aloud to
children as a means of improving their English language ability, provided that it is included in
the curriculum in an organized way by experienced teachers.
Section 3: Challenges and Solutions in Implementing Effective Read-Aloud Practices
Annotation Bibliography 8
Lippus, P., & Lõo, K. (2020). Silent and oral sentence reading in Estonian: investigating the
effect of phonetic quantity on eye movements. Speech Prosody 2020.
https://doi.org/10.21437/speechprosody.2020-62.
The study explores how prosodic information is processed during silent and oral reading
in Estonian, focusing on the impact of phonetic quantity on reading comprehension. Estonian's
unique three-way quantity system, which is not always distinct in orthography, poses challenges
for readers, especially when dealing with ambiguous homographs. The study thesis investigates
whether words that have had their quantity altered need more processing than ones that haven't.
According to the study, words that require phonetic quantity differentiation, especially when they
are contextually ambiguous, would require greater cognitive processing, especially when reading
aloud. The findings showed that, when read aloud, words with quantity change required more
Annotated Bibliography
processing than words without it. This quantity impact was not seen in silent reading despite the
fact that processing was quicker when the target word came before the context. These results
imply that prosodic processing is important for oral reading but not for silent reading and that the
location of contextual cues affects processing speed. The study involved 24 native Estonian
speakers who performed reading tasks in both silent and read-aloud modes. The study used 320
compound sentences with target words in varying phonetic quantities placed in different sentence
structures. Eye movements were tracked using an EyeLink 1000 eye tracker, and the reading
tasks were divided into two parts, with a mix of silent and aloud reading. Participants' eye
movements were analyzed to determine their reading speed and pattern. In conclusion, prosodic
processing has a major impact on oral reading but has little effect on silent reading. Reading
efficiency is influenced by the order in which context is provided in words; phrases that provide
context before the target word are read more quickly. The study advances our knowledge of
phonological processing in reading and emphasizes the influence of prosodic characteristics on
various modes of reading comprehension.
Annotation Bibliography 9
Hale, A. D., Hawkins, R. O., Sheeley, W., Reynolds, J. R., Jenkins, S., Schmitt, A. J., & Martin,
D. A. (2011). An investigation of silent versus aloud reading comprehension of
elementary students using Maze assessment procedures. Psychology in the Schools,
48(1), 4–13. https://doi.org/10.1002/pits.20543.
The study investigates how primary children's comprehension is affected when they read
silently as opposed to audibly. It investigates the relationship between Words Correct Per Minute
(WCPM), the Broad Reading Cluster Score of the Woodcock-Johnson III Tests of Achievement
Annotated Bibliography
(WJ-III ACH), and Maze comprehension scores both silent and aloud. It seeks to determine
whether reading mode significantly affects comprehension. The thesis is that reading
comprehension may differ depending on whether a student reads silently or loudly. This is
important because it helps identify the most precise ways to assess and improve kids' reading
abilities. According to the findings of the study, there was no discernible difference between
aloud reading comprehension and silent reading comprehension, which suggests that reading
comprehension can be properly tested under any of these settings. Furthermore, it was found that
there were strong relationships between the WCPM, aloud and silent Maze scores, and the WJIII ACH Broad Reading Cluster Score. Based on these findings, it appears that the manner of
reading does not have a significant impact on the levels of understanding acquired by elementary
school kids. The study involved eighty-nine first- and second-graders from an elementary school
in the Southeast of the United States. Four assessment conditions were applied to the students:
reading comprehension passages from Maze, three tests from the WJ-III ACH, and WCPM.
Students were exposed to both oral and silent reading settings in this repeated-measures study
design. To gather information on understanding, DIBELS WCPM data and Maze-CBM passages
were utilized. In conclusion, comprehension in elementary kids may be reliably evaluated in both
silent and aloud reading settings, giving teachers flexibility in selecting the method of assessment
based on the needs of each individual student. It emphasizes how useful Maze tests are as
reliable instruments for determining reading proficiency in any reading mode. The study also
emphasizes how important it is to keep researching comprehension assessment methods,
especially for higher-grade children, in order to meet their changing demands as they advance in
their academic careers.
Annotated Bibliography
Annotation Bibliography 10
TitienIndrianti. (2019). Reading Aloud 1Activity in ESP Class in the Perspectives of Students.
Journal Polingua: Scientific Journal of Linguistics, Literature and Education, 7(2), 37–
42. https://doi.org/10.30630/polingua.v7i2.71
The effectiveness and significance of reading aloud exercises in an English for Specific
Purposes (ESP) class are investigated in this study by TitienIndrianti, with a focus on first-year
students in the Business Administration Department at the State Polytechnic of Malang. In
contrast to silent reading, which puts more emphasis on psychological engagement and
understanding the author's intended meaning, the study makes a case for the advantages of
reading aloud, particularly for those who struggle with the language. The study's goal is to learn
about the advantages of reading aloud to students, how it helps them improve their English, and
what difficulties they run into when doing so. 480 freshmen participated in the study, which used
a quantitative methodology, cluster sampling to choose participants, and a questionnaire as the
main tool. The questionnaire was designed to find out what the students thought were the
advantages of reading aloud, such as how their English language skills improved and what
particular difficulties they encountered. Students participated in reading-aloud exercises for five
to six weeks, during which they read texts with 200–250 words and completed exercises related
to grammar, vocabulary, pronunciation, and comprehension. Significant advantages from the
reading-aloud activities were found. Pupils reported increased self-assurance, improved
pronunciation, improved vocabulary memory, and improved control over tone and tempo. These
advantages extended to other language acquisition domains, including reading speed, intonation,
Annotated Bibliography
tone, word stress, expressiveness, and punctuation, all of which improve understanding. Because
students were encouraged to speak up and take part in debates during the sessions, oral
communication skills were also stimulated. Students also improved listening as they listened to
the teacher read aloud, and they might improve their writing abilities by doing tasks that were
related to the reading-aloud activity. The study concludes that reading aloud improves a variety
of language abilities and provides a thorough approach to language acquisition, making it a
useful substitute in English training, especially for students at lower proficiency levels.
Part III. Conclusion
In conclusion, the main issue this study collection tries to answer is why reading-aloud
practices are so different and don't always work effectively in different school settings. Even
though reading aloud is known to help with language and literacy development, there are still
some problems with how it is used and how it affects students' learning. As a reintroduction of
the Statement of Purpose, this Annotated Bibliography's main objective is to give a thorough
look at the practice of reading aloud in school settings. It looks at how reading aloud affects
language development, how well teaching methods work, and how involved students are in a
range of situations. The first thematic section of the bibliography, encompassing Annotations 1-3
with studies by Massaro, Baker et al., and Håland et al., centers on the foundational aspects of
reading aloud. All of these studies show that structured reading-aloud interventions, especially in
early childhood education, can help kids learn new words and understand what they read better.
They emphasize how important it is to read out loud to children when they are young to help
them acquire language and reading skills.
Annotated Bibliography
Annotations 4–6 in the second section of this annotated bibliography discuss how reading
aloud is used and how it affects students in different school settings. Olof and Duić's study of
Croatian classrooms indicates that reading aloud isn't being used as much as it could be. This
shows that more organized pre-reading discussions and audio tools are needed. La Croix et al.
investigate the read-aloud books that early childhood teachers choose. They find that teachers
prefer fiction to fact and emphasize the need for children to have more exposure to different
types of language and themes. According to Nambiar and Gade's study in Indian preschools,
reading out loud helps with socio-dramatic play and cultural-historical development. This shows
that reading has greater significance to play in a child's development. All of these studies prove
how important it is to determine how to use reading aloud and what to read in order to get the
most out of it as a teaching tool.
In the final section, annotations 7–10 of the Annotated Bibliography address particular
elements of reading out loud and how they can be used. Senawati et al. investigate the studies on
reading out loud in English as a foreign language (EFL) contexts and discuss how it can help
improve many language skills, such as reading, writing, and critical thinking. Lippus and Lõo's
study aims at how prosodic information is processed when reading out loud in Estonian. It shows
that this has an important impact on whether or not people understand what they read aloud,
especially when it comes to phonetic quantity. Hale et al. explore what happens when elementary
school students read silently versus out loud and find that there isn't a significant distinction
between the two. This shows how flexible reading comprehension assessments can be. Indrianti's
study looks at how reading out loud works in an ESP class, focusing on how it helps students
learn the language and improve their skills, especially those who are starting out. Collectively,
Annotated Bibliography
these studies show how reading out loud can be used in many different ways to meet different
language and educational goals.
This Annotated Bibliography brings together a range of perspectives on reading aloud,
revealing its complex impact on language and literacy development across various educational
settings. The studies reviewed emphasize the need for strategic and adaptive use of reading-aloud
techniques tailored to the specific educational setting and student needs. For future research,
exploring the long-term effects of reading-aloud practices on student literacy and academic
achievements, particularly in digital and multilingual environments, would be beneficial. Further
investigation into the integration of reading aloud with emerging educational technologies and its
impact on diverse learner populations is also recommended, ensuring the practice's relevance and
effectiveness in the evolving educational landscape.
Annotated Bibliography
References
Acosta-Tello, E. (2019). Reading Aloud: Engaging Young Children during a Read Aloud
Experience. Research in Higher Education Journal, 37.
Kim, Y. S. G., Lee, H., & Zuilkowski, S. S. (2020). Impact of literacy interventions on reading
skills in low‐and middle‐income countries: A meta‐analysis. Child development, 91(2),
638-660.https://doi.org/10.1111/cdev.13204
Sun, C. (2022). Enhancing Picture Book Reading for EFL Young Learners. Education Reform
and Development, 4(2), 1-7.https://doi.org/10.26689/erd.v4i2.4527
Wrenn, M., & Stanley, J. (2022). The Language of Historical Thinking Read-Alouds. In The Role
of Language in Content Pedagogy: A Framework for Teachers' Knowledge (pp. 173-195).
Singapore: Springer Nature Singapore.https://doi.org/10.1007/978-981-19-5351-4_9