In order to be motivated to include reading aloud in classroom reading instruction, teachers sometimes need to be informed of the specific benefits this method provides. When children listen to stories being read aloud they become aware of story components, can recognize plot, character, and theme, and they learn that a story involves one or more characters who must face and resolve a conflict. Learning to expect these story elements helps them in reading comprehension, since children who have been read stories aloud are able to make better predictions about what will come next when they read to themselves. For children whose only reading is from basals, being read to becomes very important since basals do not provide the full range of stories and are not preparation for important story types. Studies indicate that during storytime the language of teachers is purposeful and helps children arrive at some level of text understanding. Teachers also pose thoughtful questions, model their own thinking, show spontaneous appreciation for stories. However, factors such as the type of text, the number of times a book has been read, the number of children involved in the reading, and the temperamental characteristics and sociocultural backgrounds of the participants as well as the age or developmental level should be considered in order to provide the most beneficial experience for students. (A list of 15 references is attached). (NH)