Introduction+to+Interactive+Read-Alouds

What is an interactive read-aloud?
An interactive read-aloud is more than simply reading a text aloud to students. It is a “technique [in which] both the student or students and the reader, usually an adult, interact with each other and the text while reading aloud” (Lipson & Wixson, 2009, p. 638). Not only are interactive read-alouds a time to enjoy a story, but they also facilitate learning. Interactive read-alouds give students opportunities to develop oral language, comprehension, and vocabulary through questioning and discussion. Although there is not a formal assessment component used during interactive read-alouds, teachers' observations monitor student comprehension.

The following video is a short example of an interactive read-aloud. media type="youtube" key="0iygwDpH6To" height="315" width="420" Video from []

Modifications that could be made to accommodate English language learners and struggling readers:
 * Preview some vocabulary before reading.
 * Further discuss vocabulary throughout reading
 * Have students discuss questions in partners

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Background
Interactive read-aloud research began as early as 1966 with Dolores Durkin’s research that reading aloud to young children benefited their ability to read. (Ceprano, 2010, p. 1). As researchers began to investigate alternatives to direct reading instruction, Rosenblatt (1976) developed the transactional approach. The transactional approach creates relationships between the cultural context, the reader, and the text through interactive read-alouds (Wiseman, 2011, p. 432). When interacting with text, students are influenced by their personal experiences and understandings that impact their knowledge. The discussions that are led by students help to develop deeper understanding. Interactions between teachers and students are supported by Vygotsky’s sociocultural theory of development (Pantaleo, 2007, p. 439-440). Interactions with others help children learn (Tracey & Morrow, 2006, p. 108). Through prior knowledge and social interactions, new knowledge is developed (Pantaleo, 2007, p. 440). In addition, Halliday's (1980) theory of language development supports discussions that occur during interactive read-alouds (Pantaleo, 2007, p. 440). Furthermore, the Sociolinguistics Theory focuses on the importance that oral language and social interaction have on literacy development (Tracey & Morrow, 2006, p. 123). As children have conversations with one another, they learn about language and form new understandings. Through children's life experiences, language systems are created. These language systems are not only needed for communication, but they also construct meaning (Pantaleo, 2007, p. 440). Recent research has indicated that read-alouds are more beneficial when children are allowed to ask or respond to questions and make predictions (Ceprano, 2010, p. 2). Barrentine (1996) states, “Interactive read-alouds incorporate aspects of Cambourne’s conditions of learning (1988) and Goldenbergs’ instructional conversations (1992/1993)” ( p. 37).

References Barrentine, S.J. (1996). Engaging with reading through interactive read-alouds. //The Reading// //Teacher, 50//(1), 36-41.

Ceprano, M. (2010). Examining the benefits of interactive read-alouds on young children’s vocabulary development: Pre-service teachers as researchers. //Journal of Inquiry & Action in Education//, //3//(2). Retrieved from []

Lipson, M. Y., & Wixson, K. K. (2009). //Assessment and instruction of reading and writing difficulties: An interactive approach// (4th ed.). Boston: Pearson.

Pantaleo, S. (2007). Interthinking: Young children using language to think collectively during interactive read alouds. //Early Childhood Education Journal, 34//(6), 439-447.
Smgardner87. (2009, December 6). Stephanie Kubalek interactive read aloud [Video file]. Retrieved from http://www.youtube.com/watch?v=0iygwDpH6To

Tracey, D.H. & Morrow, L.M. (2006). //Lenses on reading: An introduction to theories and models.// New York: Guilford Press.

Wiseman, A.M. (2011). Interactive read alouds: Teachers and students constructing knowledge and literacy together. //Early Childhood Education Journal//, 38:431–438. Retrieved from []