Student motivation is a critical element of engagement, learning, and achievement. With this in mind, teachers are particularly interested in motivating their students to read. However, getting students to do so can be a difficult task, especially if they lack confidence in choosing personally interesting books. We advocate for carefully nurturing…

As instructors of preservice teachers both researchers have spent time in classrooms observing the reading block. Teacher read-alouds were observed and a disconcerting occurrence became apparent to both researchers independently. Teachers took two seemingly dissimilar approaches to the practice of read-alouds. Teachers observed, either implemented…

Two university professors and 11 urban school faculty collaborated on a professional development (PD) effort focused on critical literacy to explore literacy practices aimed to reshape definitions of literacy that involved questioning power relationships concerning the environment and social justice. We examined the journey of a veteran teacher,…

Several authors have suggested that a teacher's ability to encourage a disposition to read may be linked to their personal reading habits and views of literacy. This study examined the relationship between elementary school teachers' reading habits, knowledge of children's literature, and their use of literacy best practices in the classroom. One…

Argues that children can be encouraged to develop a lifelong devotion to books through the act of adults reading aloud to children. Considers why this strategy works and outlines better applications of it. Concludes that reading aloud to children has many benefits, especially when used in a literature-based approach. (HB)

Argues that reading aloud by students is a useful and necessary skill. Discusses the various purposes, types, and amounts of oral reading needed for effective reading instruction in the elementary classroom. (MG)

Determines whether reading aloud the same story to six first-grade students increased their story comprehension. Finds a positive relationship between repeated read-alouds and story comprehension. Discusses implications for instruction. (RS)

Indicates that story time experiences are a positive factor in successful beginning reading. (FL)

Describes Supporting Literacy in the Classroom (SLIC), an early literacy program for classroom teachers that was developed in an urban school district. Discusses the components of the SLIC program: read alouds, shared reading, guided reading, and interactive writing. Reviews successful early literacy programs and describes classroom methods to…

Presents reading strategies and techniques that will bring about positive reading attitudes and instill confidence in reluctant readers. Argues that teachers who exhibit positive attitudes and expectations will see their students develop and grow. Provides several questions for a reading interest inventory. (RS)

Offers a rationale for the practice of elementary school teachers reading frequently to their students and discusses guidelines for book selection and for planning read-aloud sessions. Includes a bibliography of read-aloud books. (FL)