Researchers have also found a negative relationship between the amount of time teachers spend reading aloud in kindergarten and children’s decoding skills (Meyer, Wardrop, Stahl, & Linn, 1994). In contrast, researchers have found only a modest relationship between the frequency and quality of parent-child read alouds during preschool and later first-grade reading achievement (Scarborough & Dobrich, 1994). ![]() ![]() Studies have shown that preschoolers make gains in expressive language even when the duration of story reading interventions are short (e.g., Hargrave & Sénéchal, 2000). On one hand, researchers have validated that reading aloud affects vocabulary development (Robbins & Ehri, 1994 Whitehurst et al., 1999), acquisition of literary syntax and vocabulary (Purcell-Gates, McIntyre, & Freppon, 1995), story recall (Morrow & Smith, 1990), and sensitivity to the linguistic and organizational structures of narrative and informational text (Duke & Kays, 1998). Research is mixed on the value of reading aloud to children aged 3 to 6. These techniques have shown to be effective in increasing children’s engagement, understanding, and appreciation of literature in preschool and kindergarten settings. Third reads consist of guided reconstruction of the story in which children recount information as well as provide explanations and commentary. Second reads capitalize on children’s growing comprehension of the story by providing enriched vocabulary explanations and asking additional inference and explanation questions. This is accompanied by elaborations on a few key vocabulary words. During the first reading, teachers introduce the story’s problem, insert comments, ask a few key questions, and finally ask a “why” question calling for extended explanation. A storybook is read three times in slightly different ways in order to increase the amount and quality of children’s analytical talk as they answer carefully crafted questions. ![]() Repeated interactive read alouds, a systematic method of reading aloud, allow teachers to scaffold children’s understanding of the book being read, model strategies for making inferences and explanations, and teach vocabulary and concepts.
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