Sign Up for Reading: Students Read Aloud to the Class

Abstract

This article provides a simple, research‐based idea for how teachers can promote reading through performance by using sign‐up sheets on which each student signs up to read aloud to the class. The sign‐up‐for‐reading strategy gives students a reason to read; provides opportunities for oral reading, rereading, practice reading, and selecting reading materials; and helps develop prosody. When teachers provide opportunities for performance reading and structure it with a reading sign‐up sheet, all students participate and have a chance to grow enthusiastically as readers.

The Effect of Interactive Reading Aloud on Student Reading Comprehension, Reading Motivation and Reading Fluency

“…Tompkins (2006) expressed that motivation has a dimension related to social environment and students want to share their ideas in social circles, i.e., with their group of friends. When teachers provide students and their classmates with the opportunity of reading aloud, they gain self-confidence and get motivated (Hurst et al, 2011). Also, Morgan (2009) stated that teachers can motivate students to read, especially when they read aloud to their students, by reading a book that is pleasant for them.…”

“…When the findings were evaluated, it was concluded that the practices based on the IRA strategy improved the reading fluency levels of the second-grade students. Myers (2015), Muller (2005), Lane and Wright (2007), Hurst et al (2011), andSpencer (2011) similarly claimed that the practices based on the IRA strategy refer to an interactive process between teacher and students. They also emphasized that the teacher was a model to the students while reading the book aloud by paying attention to reading rate, accentuation, intonation, and accurate pronunciation of the words.…”

Building Inclusivity and Empathy Through Writers' Workshop

“…When children share their writing with others, they learn that their writing has a purpose and an audience (Hurst, Scales, Frecks, & Lewis, 2011). They learn that writing contributes to the development of a positive classroom community, and they develop empathy for one another (Barone, 2013).…”

Beyond the Author's Chair

“…Many researchers have discussed the benefits of encouraging young children to share their writing. These include providing authentic purposes for writing (McCarrier, Pinnell, & Fountas, ), a platform for thinking and learning (Hurst, Scales, Frecks, & Lewis, ), and an opportunity to build confidence in their reading, writing, and speaking abilities (Lensmire, ; McCallister, ). Piazza and Tomlinson () concluded that “[a] classroom environment that fosters oral language as a meaningful context for learning to write allows children to observe how written language functions in natural, everyday settings” (p. 150).…”