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Read-Alouds: Do They Enhance Students' Ability To Read?.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Terblanche, Leezill |
| Copyright Year | 2002 |
| Abstract | Teachers can greatly extend a child's literacy development through the use of interactive read-alouds. When a story is read aloud to children a number of opportunities arise for extended activities that are related to the story and further literacy support. Children are able to learn about literacy through an adult modeling good reading behavior. They may also form an understanding of print and how it is used with regard to letters and letter-sound relationships. Children are exposed to new words and vocabulary with each story read aloud to them, which will enable them to learn about sentence structure and in turn develop their own sentences. Children become familiar with the structure of a variety of stories and begin to develop a positive attitude toward books because of their understanding of the stories. Children are able to create their own stories based on their knowledge and familiarity gained from the stories. The survey of 22 teachers done by the researcher, which was conducted at a school in the Bronx, and the review of literature support these ideas. (Contains 14 references.) (Author/PM) Reproductions supplied by EDRS are the best that can be made from the original document. 1 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/ED465192.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
