Supporting+Language+and+Vocabulary+Development

Interactive read-alouds are an effective practice to use with young children from preschool through early elementary school. They provide a time for students to listen, enjoy, and interact with the support of the teacher and peers. Kindle (2009), Beck and McKeown (2001), McGee and Schickedanz (2007) and Barrentine (1996) discuss language and vocabulary being two of the areas, among others, that are supported and developed through the practice of interactive read-alouds.
 * Supporting Language and Vocabulary Development Through Interactive Read-Aloud **Initiated by Amy Beth Bryson

Language development is a key factor that influences later literacy skills such as reading and writing (Lipson & Wixson, 2009, p. 50). Oral language is the first area that begins to develop for young children as well as individuals learning a second language. According to the National Early Literacy Panel (NELP) report (2008), there is a positive impact of shared reading on oral language when it is more frequent and interactive in nature. Schickedanz and McGee (2010) state that NELP’s description of shared reading is a broad term used to describe a “variety of read-aloud methods” (p. 323).
 * Language Development **

During an interactive read-aloud, teachers model the functions of language and language use through reading to students (Barrentine, 1996, p. 38). Through the reading, teachers also provide children “with good models of fluent reading, which helps students learn about the intonation and natural rhythm of the English language, and offers additional clues to making meaning” (Lipson & Wixson, 2009, p. 638). In addition, interactive read-aloud experiences also foster language development through the conversations that occur during the read-aloud. Teachers pose questions before, during, and after a read-aloud to guide understanding. The questions provide students with an opportunity to use language to discuss the text in partners or respond in a whole group setting. English language learners (ELLs) and struggling readers can benefit from discussion about the text in mixed-level partners as it provides support or scaffolding to the less-skilled speaker (Diaz-Rico & Weed, 2006, p. 65).

Vocabulary is one of the five important elements that are recommended by the National Reading Panel to be a part of any reading program (Herrera, Perez, & Escamilla, 2010, p. 6). Interactive read-alouds are a practice that can build and contribute to vocabulary growth. It has been found that vocabulary can be acquired during read-alouds through incidental learning or targeted words that are discussed. Vocabulary growth is most effective when more student interaction is used (Kindle, 2009, p. 202-203). Fiction or non-fiction text can be used as an interactive read-aloud. Doiron (1994) recommends that if you are reading a non-fiction text to be careful to choose a text that does not just throw facts at you (p. 620). It is also important when choosing a non-fiction text to keep in mind that you may want to only read a section or chapter that applies to a topic you are focusing on (Doiron, 1994, p. 622). Doiron (1994) provides a list of recommended non-fiction read-alouds that may be helpful if you are beginning to incorporate non-fiction into your interactive read-alouds.
 * Vocabulary Development **

Prior to reading, McGee and Schickedanz (2007), recommend selecting five to ten words or phrases you will teach or focus on (p. 744). A tentative plan about how to include these words in your reading should be made, whether it is a brief explanation or definition while reading, or a discussion about the word in the context of the story.

During interactive read-alouds, teachers most often choose words to teach that are not part of our everyday language. Tier 2 words are selected as words to focus on (Kindle, 2009, p. 202). Often, young readers are often limited to selecting text that is decodable or patterned. Interactive read-alouds allow students to be exposed to higher level vocabulary that they would not necessarily be able to read (Kindle, 2009, p. 202). Being able to decode the word is not important in this context. The focus is on developing an understanding of the word which will guide students toward comprehension of the text. Although the vocabulary instruction that occurs through interactive read-alouds is beneficial for all young students, it tends to somewhat level the playing field for students who have lower vocabulary skills and ELLs (Kindle, 2010, p. 67).

Another important aspect to consider is teacher support that is given in terms of vocabulary before, during, and after the reading. Several vocabulary building strategies that are effective and supported by research are inserting definitions while reading, using illustrations to elaborate a concept (when applicable), and encouraging students to use the vocabulary when answering a question (McGee & Schickedanz, 2007, p. 742-743). In addition, Kindle (2009) discusses Text Talk, a technique developed by Beck and McKeown (2001), as open ended questions that are asked during the reading to elicit discussions rather than short responses. Not only does Text Talk allow for more language production, but it also teaches higher level words and gives students an opportunity to use them in conversation (Beck and McKeown, 2001, p. 13). Conversations about the vocabulary words guide students to make connections, as well as scaffold academic vocabulary (Herrera, Perez, & Escamilla, 2010, p. 127).

A repeated interactive read-aloud is an approach created by McGee and Schickedanz (2007) to be used with preschool and kindergarten students. This approach consists of three interactive read-alouds using the same text and same vocabulary within several days. The purpose of this technique is to adapt the think-alouds used with older students to help “reveal implicit information that preschool and kindergarten students would not likely be able to produce on their own” (McGee and Schickedanz, 2007, p. 743). The first interactive read-aloud will consist of a “book introduction, vocabulary support techniques, analytical comments and questions, and an after-reading “why” question” (McGee and Schickedanz, 2007, p. 743-744). The second interactive read-aloud will begin with a book introduction. During the reading the same vocabulary will be used, but more of the words will be defined while reading. Analytic comments will continue to be modeled, but more questions will be posed to the students. The reading will end with a “why” question. The “why” question requires students “to make inferences about and explain several story events” (McGee and Schickedanz, 2007, p. 745) The third read will again begin with a book introduction that will allow students to identify the problem and solution in the story. Guided reconstruction will be used throughout the teacher’s reading. The reading will conclude with another “why” question (McGee and Schickedanz, 2007, p. 745-746). “Each day of the repeated interactive read-aloud systematically builds and extends children’s awareness and understanding of vocabulary” (McGee and Schickedanz, 2007, p. 743). The repeated exposure to the same words and involvement in conversations around some of the vocabulary provide students with an opportunity to engage with the words and create understandings. Further detailed information about repeated interactive read-alouds can be found in McGee and Schickedanz’s (2007) article listed below in the reference list.
 * Application **

__References __

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Beck, I. L., & McKeown, M. G. (2001). Text talk: Capturing the benefits of read-aloud experiences for young children. //The Reading Teacher//, 55(1), 10-20. Retrieved

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Diaz-Rico, L. T., & Weed, K. Z. (2006). //The crosscultural, language, and academic development handbook: A complete K-12 reference guide// (3rd ed.). Boston: ======

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<span style="font-family: 'Times New Roman',Times,serif;">Doiron, R. (1994). Using nonfiction in a read-aloud program: Letting the facts speak for themselves. //The Reading Teacher//, 47(8), 616-24. Retrieved ======

<span style="font-family: 'Times New Roman',Times,serif;">Herrera, S. G., Perez, D. R., & Escamilla, K. (2010). //Teaching reading to English language learners: Differentiated literacies//. Boston: Allyn & Bacon.

<span style="font-family: 'Times New Roman',Times,serif;">Kindle, K. J. (2009). Vocabulary development during read-alouds: Primary practices. //The Reading Teacher//, 63(3), 202-211. doi:10.1598/RT.63.3.3

<span style="font-family: 'Times New Roman',Times,serif;">Kindle, K. J. (2010). Vocabulary development during read-alouds: Examining the instructional sequence. //Literacy Teaching and Learning//, 14(1-2), 65-88. Retrieved

<span style="font-family: 'Times New Roman',Times,serif;">Lipson, M. Y., & Wixson, K. K. (2009). //Assessment and instruction of reading and writing difficulties: An interactive approach (4th ed.//). Boston: Pearson.

<span style="font-family: 'Times New Roman',Times,serif;">McGee, L. M., & Schickedanz, J. A. (2007). Repeated interactive read-alouds in preschool and kindergarten. //The Reading Teacher//, 60(8), 742-751.

<span style="font-family: 'Times New Roman',Times,serif;">National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. Retrieved June 15, 2012 <span style="font-family: 'Times New Roman',Times,serif;">from[| http://lincs.ed.gov/publications/pdf/NELPReport09.pdf]

<span style="font-family: 'Times New Roman',Times,serif;">Schickedanz, J. A., & McGee, L. M. (2010). The NELP report on shared story reading interventions (chapter 4): Extending the story. //Educational Researcher,//