Discusses how reading aloud to students improves their reading competencies, including language processes, reading and listening skills, and reading motivation. Concludes that reading aloud should be a regular part of a daily classroom schedule. (MM)

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)

Details how storytelling could function as a rich, multicultural pedagogy. Explores how storytelling can be grounded in the oral traditions of African and East Indian cultures. Locates a series of skills that emerge from storytelling activities. (RS)

Examines some of the differences between monolingual and bilingual reading. Focuses on some factors that are likely to influence young bilingual readers' capacity to read in their second language. Offers suggestions for pedagogy. (RS)

Fifteen mothers read stories aloud to their young children, and analysis indicated that vowels in content words--but not function words--were significantly longer in child-directed than in adult-directed speech. It is suggested that this might contribute to the exclusion of function words during the early stages of English language development.…

Discusses findings of a research project to determine whether the teacher's reading aloud to listeners of English as a foreign language leads to a significantly higher level of comprehension than when the learners read silently on their own. Results showed a positive effect on learner comprehension. (10 references) (GLR)

Presents an excerpt from Anne Dillard's "Pilgrim at Tinker Creek" suitable for reading aloud in science classrooms. Offers suggestions that combine the observations of both a science and a language arts teacher. (RS)

Notes that two texts were being read simultaneously as a teacher educator read aloud to other teachers in a summer seminar--Cynthia Rylant's "Missing May" and the experience of reading "Missing May." Notes that the teachers made meaning from both texts, working together to shape the teachers into a community because they had…

Discusses the interests and tastes secondary students have for nonfiction. Presents ways to incorporate nonfiction into read-aloud activities. Discusses 18 nonfiction books suitable for use in secondary read-aloud programs. (RS)

Provides examples of indirect instruction of vocabulary and discusses five guidelines for direct instruction. (MG)

Describes how one teacher has her first grade students read aloud to stuffed animals, which serve as silent partners. Discusses the benefits of reading aloud to others. (MG)

Offers a strategy for providing an opportunity for students to develop the ability to think critically. Uses character charts to encourage fourth and fifth graders to make critical judgments as they listen to stories read aloud by the teacher. (PRA)

Presents nine annotations of booklets and reports published in 1988 or 1989 and appearing in the ERIC database that offer suggestions to parents on the subject helping their children with reading, writing, and communication. (MG)

Outlines a program of English instruction focusing on having good literature read aloud to students by members of the local community. Relates the improvement of writing skills among students to the successful implementation of the program stressing reading out loud. (HB)

Presents survey results of 183 teachers in 13 elementary schools regarding read-aloud practices, stated benefits of reading aloud, favorite titles selected for reading aloud (grades k-6), and recommendations for planning read-aloud sessions. (NH)