Interactive Read‐Alouds: Is There a Common Set of Implementation Practices?

Fisher, Douglas; Flood, James; Lapp, Diane; Frey, Nancy

doi:10.1598/rt.58.1.1

Cited by 115 publications

(132 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…For the young child, an interactive read aloud is an important method for learning about the conventions of texts that ultimately lead to independent reading. An interactive read aloud consists of a teacher selecting books that meet students' interests as well as their social and developmental levels, modeling fluent reading, and encouraging students to contribute in active ways (Barrentine 1996;Fisher et al 2004;Pantaleo 2007).…”

mentioning

confidence: 99%

Interactive Read Alouds: Teachers and Students Constructing Knowledge and Literacy Together

Wiseman

2010

Early Childhood Educ J

View full text Add to dashboard Cite

Interactive read alouds are important learning opportunities for emergent readers because teachers and peers can actively model and scaffold comprehension strategies, engage readers, and cultivate a community of learners. Using data from a 9 month ethnographic study in an urban kindergarten classroom, this article describes how the teacher's approach facilitated rich interaction in the classroom as students read and made sense of stories together. Findings of this study demonstrate how interactive read alouds were important learning opportunities for emergent readers because they provided opportunities for open-ended responses combined with specific reading instruction. The interactive read alouds created a space where meaning was constructed through dialogue and classroom interaction, providing an opportunity for children to respond to literature in a way that builds on their strengths and extends their knowledge.

show abstract

mentioning

confidence: 99%

Interactive Read Alouds: Teachers and Students Constructing Knowledge and Literacy Together

Wiseman

2010

Early Childhood Educ J

View full text Add to dashboard Cite

show abstract

“…Read-alouds are often conducted with a focus on strategy instruction (Fisher et al, 2004) or comprehension instruction that promotes the understanding of story elements, such as characters, plot, theme, or events (Oullette et al, 1999). Rather than look solely at textual analysis as a way of understanding literature, some researchers have suggested that literary understanding encompasses a rich variety of responses, as children bring together personal, social, and cultural responses to classroom discussions (Sipe, 2008) and express meaning in multimodal ways (Adomat, 2009).…”

Section: Read-aloudsmentioning

confidence: 99%

Dramatic Interpretations: Performative Responses of Young Children to Picturebook Read-Alouds

Adomat

2010

Child Lit Educ

View full text Add to dashboard Cite

In this qualitative study, the author explores how young readers build literary understanding through performative responses in picturebook read-alouds. Performative responses allow children to create and express meaning in ways that go beyond talk and that engage their creativity and imagination. They include a variety of modalities, such as gesture, mime, vocal intonation, characterization, and dramatization. Certain children show a propensity for responding in individual or characteristic ways. By focusing on the performative responses of one second-grade reader, the author defines the characteristics of performative responses and how children build literary understanding through them. Performative responses helped this young, struggling reader to immerse herself in the story world, create the mood of the story, show an understanding of the unfolding narrative, deepen her understanding of characters, and involve her classmates in a rich, and sometimes raucous, exploration of stories through spontaneous dramatizations. The author argues that performative responses open up an imaginative world to children, allow children to contribute actively to the construction of meaning, give children agency in creating their own curriculum, and allow for a collaborative environment that builds on the strengths of the students in the group.

show abstract

“…We would like to see read-alouds every day, in every class! We expect that our credential candidates can demonstrate competencies in delivering read-alouds that are aligned with the content of the class and that use quality, authentic literature (for information on the components of read-alouds, see Fisher, Flood, Lapp, & Frey, 2004).…”

Section: Teach Students Strategies For Reading and Writing Increasingmentioning

confidence: 99%

Literacy and Language as Learning in Content-Area Classes: A Departure from “Every Teacher a Teacher of Reading”

Fisher

2005

Action in Teacher Education

Self Cite

View full text Add to dashboard Cite

The popular mantra "Every teacher is a teacher of reading" and several decades of emphasis on content-area literacy have not resulted in major changes in reading and writing across the curriculum in secondary schools. In this article, we argue that reading and writing strategy instruction has not focused on what really matters to content-area teachers. Through examples from two classrooms, we suggest a focus for our content colleagues in which they learn that capitalizing on reading and writing versus teaching reading and writing is the goal of content literacy. We identify five specific principles in which reading and writing actually engage students in the content topics at hand, as well as suggestions for preservice and in-service content-area teachers.

show abstract

Interactive Read‐Alouds: Is There a Common Set of Implementation Practices?

Cited by 115 publications

References 8 publications

Interactive Read Alouds: Teachers and Students Constructing Knowledge and Literacy Together

Interactive Read Alouds: Teachers and Students Constructing Knowledge and Literacy Together

Dramatic Interpretations: Performative Responses of Young Children to Picturebook Read-Alouds

Literacy and Language as Learning in Content-Area Classes: A Departure from “Every Teacher a Teacher of Reading”

Contact Info

Product

Resources

About