Abstract
Interactive read alouds are important learning opportunities for emergent readers because teachers and peers can actively model and scaffold comprehension strategies, engage readers, and cultivate a community of learners. Using data from a 9 month ethnographic study in an urban kindergarten classroom, this article describes how the teacher’s approach facilitated rich interaction in the classroom as students read and made sense of stories together. Findings of this study demonstrate how interactive read alouds were important learning opportunities for emergent readers because they provided opportunities for open-ended responses combined with specific reading instruction. The interactive read alouds created a space where meaning was constructed through dialogue and classroom interaction, providing an opportunity for children to respond to literature in a way that builds on their strengths and extends their knowledge.
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The author would like to thank Lawrence Sipe for granting permission to use the data in this article.
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Wiseman, A. Interactive Read Alouds: Teachers and Students Constructing Knowledge and Literacy Together. Early Childhood Educ J 38, 431–438 (2011). https://doi.org/10.1007/s10643-010-0426-9
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DOI: https://doi.org/10.1007/s10643-010-0426-9