The interactive read-aloud experience: Effective practices of a read-aloud and its methods of promoting comprehension and vocabulary development

Abstract

Many researchers emphasize the importance of interactive read-alouds in developing and teaching necessary literary skills such as comprehension strategies and vocabulary acquisition. The Commission on Reading (Anderson, Hiebert, Scott & Wilkinson, 1985) states that the most important activity for building knowledge required for eventual success in reading is reading aloud to children (p. 23). The read-aloud method requires explicit instruction of certain comprehension and vocabulary strategies within a student-centered, collaborative learning environment. Interactive read-alouds can be performed beyond emergent reading in developing a reflective, active relationship between students and the text. Through the active participation of all students and the teacher modeling of analytical thinking, students make authentic connections around the text discussion. Teachers monitor and assess the students' strategy use through tracking the discussions and the levels of authentic talk around the text and vocabulary. This research examines the best practices of interactive read-alouds within a collaborative learning environment and the explicit instructional and assessment methods that encourage comprehension and vocabulary acquisition.