This document provides the following four tips for supporting reading skills for children ages K-3 at home: (1) Have conversations before, during, and after reading together; (2) Help children learn how to break sentences; (3) Help children sound out words smoothly; and (4) Model reading fluently by practicing reading out loud with your child.…

This document begins by providing four tips parents and care takers can use to supporting childrens' reading skills at home: (1) Have conversations before, during, and after reading together; (2) Help children learn how to break sentences into words and words into syllables; (3) Help children sound out words smoothly; and (4) Model reading…

New research shows that certain conditions surrounding read-alouds will ensure the greatest benefits. Suggestions for getting the most out of reading aloud include: engage students' interests; make sure the books are at the right difficulty level; spend an appropriate amount of time on reading aloud; offer a range of materials to read aloud; and…

The most important activity for building the knowledge required for eventual success in reading is reading aloud to children at home and in the classroom. At school, reading aloud is important for starting the day, presenting reading and writing mini-lessons, supporting social studies and science curricula, supporting whole-class book studies, and…

Describes how elementary teachers can give students a boost in content area reading by reading aloud paired nonfiction and fiction text sets, explaining: why nonfiction is so important; how to teach children how nonfiction works; how to carry out a paired text read-aloud; and how to look for evidence of learning in the reading/writing workshop.…

Shows that reading aloud to students can improve students' reading and writing skills, as well as their attitudes toward reading. (RL)

The 15 adapted fairy tales presented in this book were prepared for use in practicing oral reading by a parent and a child, a teacher and a child, or two children, one of whom reads slightly better than the other. The stories in the book are arranged in dialogue format for two readers. The high interest/low readability stories in the book are…

This book is about teaching beginning reading and writing. It is based on the belief that children can be taught to be more observant and conscious of the patterns at work as people communicate--particularly through reading and writing--and that teachers can use what children are able to do and what they are able to see to bring them rapidly and…

Describes an oral literature program that motivated children to read more and better books, provided them with meaningful, literature-centered reading and listening practice; expanded their knowledge of their literary heritage; enhanced their reading comprehension; and sharpened their reading, vocabulary, and listening skills. (FL)

This reproducible for teachers to send home to parents explains why parents should read aloud to their older children: to increase understanding and enjoyment, to give real-life context to stories, to check for mistakes as the child reads aloud, and to share the sheer joy of reading. It is important to choose high-quality literature when starting.…

Intended to help educators explain an instructional program to parents, this document presents and discusses the following ten statements reflecting traditional views about teaching reading: (1) Reading is a simple, passive mental process. (2) An efficient reader pronounces every word in the passage. (3) When children come to an unfamiliar word,…

Summarizes benefits to outdoor education students of daily reading aloud of books and poetry related to nature, environment, and outdoor adventures. Emphasizes the importance of good book collections in outdoor centers. (LFL)

Recommends reading aloud to students or having them read aloud themselves as a way of stimulating their interest in what they are reading about and in reading itself. (JL)

Discusses the use of predictable literature as a method of helping beginning or slower readers become more proficient readers. Offers a list of predictable literature and ideas for classroom activities to accompany each story and ways to record children's behavior as they read. (JC)

Describes how elementary school teachers encouraged poor readers and writers by having them--and the whole class--keep journals on topics they knew more about than anyone else in the class and then read the entries aloud. Discusses a three-step process approach to writing instruction derived from this successful method. (HTH)