Week 11 Asynch Assingment

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School

Central Michigan University *

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335

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Communications

Date

Apr 3, 2024

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docx

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Uploaded by ChiefBook6026

Skyllar Milius Professor Block EDU 335 Mar. 28, 2024 Article Summary The article, “Ready to Learn from Start: The Power of Interactive Read-Alouds" by Tanya Wright talks about the importance of interactive read-alouds in pre-K and early elementary school classrooms. The Author states that the phrase, “In kindergarten through third grade, kids learn to read, and then in fourth grade and beyond, kids read to learn”, is often used to promote the idea that the early years of schooling should be focused on helping children decode fluently. She then explains that fluent decoding is important for independent reading, but for a child to comprehend, learn from, and enjoy reading, they need background knowledge and vocabulary. The reader also needs to know and understand how text works, how it's constructed, and how texts are used. Even if children do not know how to independently read, they can still learn from reading through interactive read-alouds. Interactive read- alouds are adults reading text to children and providing an opportunity for discussions of the text. Interactive read-alouds are super beneficial, if they are done properly. First, instructional practices for read-alouds, that are effective, are interactive. The teacher and students are participating in extra- textual talk, which supports literacy development in early childhood and elementary grades. Second, the most effective read-aloud techniques are planned and purposeful. In addition. Effective interactive read- aloud should happen multiple times a day and throughout different content areas. In a study the author performed, 55 classrooms and 600 hours were observed. It was found that, on average, 8.36 minutes

are spent engaged in read-alouds of literature and 1.7 minutes were spent engaged in read-alouds of information texts. The authors explains that means that most teachers were not doing read-alouds with information texts. Doing interactive read-alouds provides opportunities to support children in building knowledge about the world, this knowledge can help support children’s comprehension of new texts. An important note that the author states is that you can ‘t wait for children to become fluent in decoding before you start to build their knowledge of the world. Start reading out loud to them including a large range of texts and genres. The more someone reads (or listens to what is being read) the more they will know, the more a person knows the better they will be able to read. Also include texts that connect to student’s cultural knowledge, the author suggests that this may support reading comprehension. The author mentions how studies show including interactive read-alouds in other subject areas is effective, it can also introduce different ideas into the classroom to support content-area learning goals. In addition to knowledge about the words, that author states that knowing the meaning of the words in the text is crucial for comprehension. Vocabulary can be built as readers are exposed to texts that have more challenging words. This can be done before students are independent readers as well. The author mentions that while students are still learning to decode fluently, teachers can support vocabulary development by doing read-alouds with texts that are more challenging than what they can read by themselves. Another way you can support vocabulary development is by providing child-friendly explanations of new words in the text. The author also suggests that read-alouds are a great opportunity for active processing of words. Providing opportunities to discuss the word(s) directly after the read- aloud, supports children in learning more new vocabulary. It is also important that in early childhood, children learn about basic concepts about print. The author suggests one way of learning these concepts is from adults showing children how print works.

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