Repeated+Interactive+Read-Alouds+in+Preschool+and+Kindergarten

 McGee, L. M., & Schickedanz, J. A. (2002). Repeated interactive read-alouds in preschool and kindergarten. //The Reading Teacher, 60//(8), 742-751. Retrieved June 21, 2009, from Academic Search Complete.


 * Quotes || Reaction ||
 * 1. "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). 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). These studies suggest that merely reading books aloud is not sufficient for accelerating children's oral vocabulary development and listening comprehension. Instead, the way books are shared with children matters." (p. 742)

2. "Despite the wealth of research on effective read-alouds and practical models for such approaches, we have noticed that fewer teachers seem to be attempting to read what we consider sophisticated stories and nonfiction books in preschool and kindergarten in favor of reading easier, predictable, and concept books (often in Big Book format), especially in classrooms with high percentages of at-risk children." (p. 743)

3. "The purpose of this article is to describe what we call repeated interactive read-alouds using sophisticated storybooks." (p. 743)  4. "The first read-aloud includes four components: book introduction, vocabulary support techniques, analytical comments and questions, and an after-reading 'why' question. These techniques have been carefully selected to help children build a stronger first understanding of the story, including some of its vocabulary." (p. 743-744)

5. "Second read-alouds occur a day or two after first reads. The purpose is to enrich children's comprehension of the story and provide further opportunities for children to engage in analytic talk. During second book introductions, we remind children that they have read this book before and that they will remember some things from the book...We continue to highlight the same vocabulary; however, in a second read we verbally define more words. (p. 745)

6. "Third reads occur a few days after the second read when the story is still fresh in children's minds but when they must remember information across some time. This close repetition is also important for reinforcing vocabulary carefully developed during the first and second read. Third interactive read-alouds differ from first and second read-alouds because they integrate a guided reconstruction of the story with the teacher's reading of some of the story text. (p. 746)

7. "Across three days of reading the same book, the strategies used in repeated interactive read-alouds provide children with an opportunity to engage more actively in the reading experience. During a first read, teachers take a more active role by reading the text and making comments; children are actively listening to and sometimes comment or answer question. During a second read, children participate more verbally by answering questions and commenting more frequently. In the third read-aloud, children take a highly active role as they reconstruct the story with teacher guidance." (p. 747)

8. "The repeated interactive read-aloud approach requires that teachers study closely each book they read. They must craft effective comments and questions and be able to respond on the spot to children's answers, which often indicate misinterpretations and misunderstandings." (p. 750)  9. "We recommend that teachers read aloud a sophisticated picture book daily, along with many other kinds of books, including predictable books." (p. 750) || 1. I was very surprised by the findings of these two studies and hope to locate them for further reading.

2. I wonder how teachers choose these books. Perhaps they are a part of a textbook series.

3. - 6. I see how the repetition would be beneficial for students in preschool and kindergarten and wonder if it would have the same effect on first and second grade students.

8. This emphasizes the necessity of teachers not simply using read-aloud time as a filler activity. Teachers must read children's literature to be familiar with it and plan for read-alouds as they would any other lesson.

9. I would like for the authors to have expanded upon this recommendation. Earlier they state that teachers use too many predictable books. Perhaps they mean that predictable books ||  Tags: read-aloud, anecdotal, elementary school, choosing material, reading aloud effectively