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THE STRATEGY
Teacher read-alouds demonstrate the power of stories. By showing students the ways that involvement with text engages us, we give them energy for learning how reading works. By showing them how to search for meaning, we introduce strategies of understanding we can reinforce in shared, guided, and independent reading. Reading aloud to students should include think-aloud or interactive elements and focus intentionally on the meaning “within the text,” “about the text,” and “beyond the text” (Fountas & Pinnell, 2006, p.33) Read aloud, as part of the gradual release of responsibility, feeds naturally into shared, guided, and independent reading as teachers demonstrate for students the ways the reading process works (Burkins & Croft, 2010). THE RESEARCH Burkins, J.M., & Croft, M.M. (2010). Preventing misguided reading: New strategies for guided reading teachers. Newark, DE: International Reading Association. Fountas, I.C., & Pinnell, G.S. (2006). Teaching for comprehending and fluency: Thinking, talking, and writing about reading, K-8. Portsmouth, NH: Heinemann. Rog, L.J. (2001). Early literacy instruction in kindergarten. Newark, DE: International Reading Association. |