Relevant bibliographies by topics / Teachers reading aloud

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Teachers reading aloud'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Teachers reading aloud"

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Novianti, Nita, and Nur Hafiz Abdurahman. "Read alouds 2.0 in an Indonesian tertiary EFL classroom." Indonesian Journal of Applied Linguistics 8, no. 3 (January 31, 2019): 703. http://dx.doi.org/10.17509/ijal.v8i3.15259.

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Read alouds have long been advocated as a reading practice that is not only appropriate for children but also for adult learners. Empirical evidence shows that reading aloud could be an effective strategy for EFL students’ reading comprehension. However, its practice in EFL literature classrooms has received scarce attention. To fill this practical gap, this article reports on the adoption of read alouds 2.0 in a tertiary EFL literature classroom. The read aloud 2.0 aims to help students make meaning of literary texts. In this practice, blended discussion was carried out through Edmodo as a learning platform for virtual engagement between teacher and students and between students and their peers. The implication of this practice is that both teachers and students maximize their engagement with literary texts both face-to-face and virtually.
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Wrenn, Melissa, and Jennifer L. Gallagher. "Getting critical with disciplinary literacy: a read aloud strategy." Social Studies Research and Practice 16, no. 1 (April 13, 2021): 1–15. http://dx.doi.org/10.1108/ssrp-12-2020-0051.

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PurposeThe purpose of this article is to explain and demonstrate a critical disciplinary read aloud strategy that has both an equity goal and a social studies goal.Design/methodology/approachThe authors begin by explaining background information on read alouds and critical disciplinary literacy. Then, the authors explain the four steps in the critical disciplinary literacy read aloud strategy. As the authors do so, they share important research that supports each of the four steps. Next, the authors offer a sample lesson plan using the informational picture book, Carter Reads the Newspaper.FindingsThe lesson plan uses a 5E template to promote critical disciplinary literacy before, during and after reading in such a way that teachers can foster inquiry through the use of social studies read alouds. After reading this article, teachers will understand more about what critical disciplinary literacy means, what it looks like a lesson plan and how to create their own similar plans using the template and resources provided.Originality/valueThe critical disciplinary literacy strategy offers teachers a way to engage elementary students in work that highlights social justice topics and inquiry.
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Nurkaeti, Nunuy, Sani Aryanto, and Yosi Gumala. "READ ALOUD: A LITERACY ACTIVITY IN ELEMENTARY SCHOOL." PrimaryEdu - Journal of Primary Education 3, no. 2 (October 1, 2019): 55. http://dx.doi.org/10.22460/pej.v3i2.1377.

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Reading literacy is the main key on develop knowledge. Reading literacy in elementary schools was developed through the implementation of the school literacy movement. The literacy activities are carried out as evidence of the implementation of the school literacy movement. This study aims to describe the implementation of reading literacy activity and read aloud in elementary schools. The research method used was descriptive qualitative through data collection based on a questionnaire and documentation study at ten elementary schools in Majalengka. The results show that literacy activities have been implemented in primary schools, although they have not been routinely carried out. Reading literacy methods used include read aloud, review, alphabetical methods, and reading comprehension. There are schools that have used read aloud as an effort to increase the reading literacy of elementary school students. Generally teachers in schools do not yet know the read aloud and its implementation. Training is needed for teachers to developing literacy activities in primary schools, so that could optimizing literacy activities through the use of various reading strategies.
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Widhiasih, Luh Ketut Sri, and Putu Ayu Paramita Dharmayanti. "STRATEGI MEMBACA NYARING DI SEKOLAH DASAR." Adi Widya: Jurnal Pendidikan Dasar 2, no. 2 (August 2, 2019): 96. http://dx.doi.org/10.25078/aw.v2i2.967.

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<p><em>The low reading skills of students in Indonesia compared to the International encourages the government to issue a strategic policies that seek to build a love of the Indonesian people to read. At the level of the school, teachers as an executor of a policy use various strategies to improve reading comprehension of their students. One of the strategies used is reading aloud strategy. The implementation of reading aloud strategy in schools is often misunderstood, so it requires a clearer understanding of what it is reading aloud strategy and how its implementation. Reading aloud strategy is not just a way to teach reading but also a way to build a love of reading value. Love reading value character is important to get more attention in the middle of the decline of reading comprehension level of Indonesian students in the world level which can also affect the development of the country.</em></p>
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Kucan, Linda, and Isabel L. Beck. "Thinking Aloud and Reading Comprehension Research: Inquiry, Instruction, and Social Interaction." Review of Educational Research 67, no. 3 (September 1997): 271–99. http://dx.doi.org/10.3102/00346543067003271.

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This is a review of research on thinking aloud in reading comprehension that considers thinking aloud as a method of inquiry, a mode of instruction, and a means for encouraging social interaction. As a method of inquiry, the analysis of verbal reports provided by readers thinking aloud revealed the flexible and goal-directed processing of expert readers. As a mode of instruction, thinking aloud was first employed by teachers who modeled their processing during reading, making overt the strategies they were using to comprehend text. Subsequently, instructional approaches were developed to engage students themselves in thinking aloud. Such endeavors revealed facilitation effects on text understanding. Current efforts to engage students in constructing meaning from text in collaborative discussions seem to indicate a new direction for thinking aloud research, one in which social interaction assumes increased importance.
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Et al., Muhammad Khalid Mehmood Sajid. "EFFECTIVENESS OF READING ALOUD STRATEGIES ON LOW PROFICIENCY PAKISTANI COLLEGE LEVEL FEMALE STUDENTS OF ENGLISH DEPARTMENT FROM HUMANITIES GROUP AT HIGHER SECONDARY SYSTEM: A TEACHERS’ PERCEPTION." INFORMATION TECHNOLOGY IN INDUSTRY 9, no. 1 (March 13, 2021): 851–62. http://dx.doi.org/10.17762/itii.v9i1.210.

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Reading is an important part of learning. No one can deny its importance. The importance of reading aloud strategies has increased. Reading aloud strategies are very important, especially for low proficiency students and for those who use the English language as a second language. It is vital for low proficiency students at the national and international levels. This study examines the effectiveness of the read-aloud strategies on low proficiency students at the secondary school level in Multan city. The study was conducted at the higher secondary school of Multan city in Pakistan; data were collected from students of the first year through a questionnaire, and pre-test post-test instruments were also used. The study is based on an experimental research design, and the target sample was 20 students of humanities group and five teachers from the English department. The study found that the reading aloud strategies help low proficiency students at the college level in Pakistan.
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Wexler, Jade, Devin M. Kearns, Christopher J. Lemons, Marisa Mitchell, Erin Clancy, Kimberly A. Davidson, Anne C. Sinclair, and Yan Wei. "Reading Comprehension and Co-Teaching Practices in Middle School English Language Arts Classrooms." Exceptional Children 84, no. 4 (May 8, 2018): 384–402. http://dx.doi.org/10.1177/0014402918771543.

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This study reports practices implemented in over 2,000 minutes by 16 middle school special education and general education co-teaching pairs in English language arts classes. We report the extent to which teachers integrated literacy activities that support reading comprehension, the co-teaching models used, and the frequency with which each teacher led instruction. We also report the types of grouping structures teachers used and the extent to which teachers interacted with students with disabilities. Finally, we report the types of text used. Observations revealed that more than half of time spent on literacy activities involved reading aloud or silently with no co-occurring literacy instruction that supports reading comprehension. Students with disabilities spent a majority of their time in whole-class instruction or working independently with little teacher interaction. Special education teachers spent most of their time supporting whole-class instruction led by the content-area teacher. Implications and directions for future research are provided.
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Rochman, Muhammad. "The IMPORTANCE OF TEACHING READING: IMPROVING STUDENTS’ READING COMPREHENSION IN EFL CONTEXT EMPHASIZED ON READING FLUENCY AND ACCURACY." JOURNEY (Journal of English Language and Pedagogy) 1, no. 1 (September 16, 2018): 6–14. http://dx.doi.org/10.33503/journey.v1i1.91.

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Current methods for teaching reading comprehension tend to emphasize the products of comprehension and neglect the processes of comprehension. Teachers often provide insufficient opportunities for learners to practice English in teaching reading. During teaching reading in a class teachers may confuse to give exercises relate to fluency or accuracy. The correlation between fluency and reading comprehension showed a significant positive relationship between oral reading fluency and reading comprehension performance. Therefore, automaticity of decoding fluency is essential for high levels of reading achievement. Assessing reading fluency, teachers need to listen to students read aloud to make judgments about their progress in reading fluency. In other side, teaching reading in accuracy exercises encourage a thoughtful use of language and the information is intended to help students understand how English works.
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Sofyan, Nurlaily, Jusmin HJ Wahid, and Nirwan H. Idris. "The Effectiveness of Reading Aloud Strategy in Concerning Students' Reading Skills." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 8, no. 1 (June 30, 2021): 11. http://dx.doi.org/10.33394/jo-elt.v8i1.3564.

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Reading Aloud strategy used in the teaching reading skills, which means the teachers and students pronounced the word loudly in front of the class to get the information. The strategy is rewarding for students to understand the reading texts. Then, the researchers used a reading test as an instrument to know the students' competence in reading skills. This research used Quasi-Experimental Design. The result was proved that the score in the experimental class was 61 with a standard deviation was 8.20 and the post-test score was 69.1 with a standard deviation was 8.22 then the score of pre-test in the control class was 56.5 with a standard deviation was 8.53 and post-test was 60.40 with standard deviation was 9. 68. The results achieved from both tests were different. Next, the t-test score both in class was 0, 00. It means that the hypothesis is accepted, it concluded that the implementation of the reading aloud strategy can improve students' reading skills competence.
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Shanahan, Cynthia, Timothy Shanahan, and Cynthia Misischia. "Analysis of Expert Readers in Three Disciplines." Journal of Literacy Research 43, no. 4 (December 2011): 393–429. http://dx.doi.org/10.1177/1086296x11424071.

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The purpose of this study is to describe educationally relevant differences in literacy use among three subject-matter disciplines—history, chemistry, and mathematics. These analyses were drawn from an investigation of the teaching of disciplinary literacy in high schools. The purpose of the overall project was to improve the literacy-teaching preparation in a secondary preservice teacher education program, but this study sought to identify specific features of literacy and literacy use only in the three disciplines. It is the first expert-reader study to consider the reading of mathematicians and chemists (though other kinds of scientists have been studied in this way). To conduct this investigation, three teams were assembled, one for each discipline, including two disciplinary experts (historians, chemists, and mathematicians), two teacher educators who prepare high school teachers to teach those disciplines, and two high school teachers from each discipline. Using think-aloud protocols, transcripts from focus group discussions, a recursive process of member checking, and a cross-disciplinary consideration of reading approaches identified in each discipline, the study identified important differences in the reading behaviors of the six disciplinary experts. Although much of the work was based on think-aloud protocols and interviews with the disciplinary experts, the teachers and teacher educators participated with the disciplinary experts in focus-group discussions of the protocols, and their reactions and insights helped the disciplinary experts to articulate their approaches and to determine implications of the reading behaviors that were observed. Differences were evident in sourcing, contextualization, corroboration, close reading and rereading, critical response to text, and use of text structure or arrangement and graphics.
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Dissertations / Theses on the topic "Teachers reading aloud"

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Primeau, Jessica M. "WHAT TYPES OF READ-ALOUD PRACTICES DO SECONDARY TEACHERS ENGAGE IN? WHAT ARE THE STUDENTS' PERCEPTIONS OF THE SECONDARY READ-ALOUD PRACTICE?" Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1174664271.

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Ngo, Sarah Marie. "Reading Aloud to Bilingual Students: Examining the Interaction Patterns Between Pre-service Elementary Teachers and Bilingual Children in the Context of Small Group Read Alouds in Maintstream Classroom Settings." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2528.

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Thesis advisor: Curt Dudley-Marling
Federal legislation now requires that all children participate in large-scale, statewide assessments in English in an effort to increase accountability and bolster student achievement (Abedi, Hofstetter, & Lord, 2004; Hass, 2002). Students labeled as "English language learners" (ELLs) consistently score dramatically lower on English language and literacy assessments than their native speaking peers (Au & Raphael, 2000; National Center for Educational Statistics, 2011). Additionally, most mainstream teachers are not adequately prepared to meet the linguistic challenges that ELLs face in classroom settings (Lucas & Villegas, 2011). Reading aloud to bilingual students, specifically using components of a shared reading model (Holdaway, 1979), potentially provides an avenue for meaningful language and literacy development. While a corpus of research exists about reading aloud with English-speaking students, there has been limited research on its use with bilingual students in classroom settings. Drawing on a sociocultural theoretical framework (Gee, 1996; Vygotsky, 1978), the Output Hypothesis of second language acquisition (Swain, 1985), ethnographic perspectives (Heath & Street, 2008), action research (Stringer, 1999) and discourse analysis (Bloome et al., 2008), this qualitative study examined the practice of four pre-service elementary teachers reading aloud English texts (fiction, expository, and poetry) to small groups of bilingual students across four grade levels. The research was conducted to study pre-service teachers' language and literacy teaching practices and pre-service teacher-bilingual student interaction patterns in read aloud contexts to better understand their potential for bilingual student language and literacy learning. Additionally, the study provided beginning teachers with professional development geared towards helping pre-service teachers to meet the unique language and literacy needs of bilingual students. It was found that pre-service teachers consistently strived to develop students' word knowledge and support text comprehension. In doing so, teachers utilized a variety of teaching practices and linguistic patterns of interaction during read alouds which varied across teachers. The argument is made that these various teacher moves and discourse patterns led to qualitatively different types of interactions and affordances for bilingual student learning. Implications for mainstream classroom teachers and teacher education programs are provided
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Adams, Nina P. "Factors Which Influence Kindergarten Teachers Selection of Trade Books for Use in Readaloud Sessions in Their Classrooms." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30708.

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Purposes and Procedures: According to many scholars (Huck et al., 1983; Chambers, 1983; Trelease, 1985; Kimmel and Segel, 1988), reading aloud is a powerful way to reach children academically and emotionally. Because reading aloud has the potential to affect children and because reading aloud occurs most often at the elementary level, this study was designed to investigate the factors that influence teachers' selection of trade books for use in readaloud sessions in their kindergarten classrooms. Participants included six kindergarten teachers with varying levels of experience, and data were collected in the naturalistic setting through means of interview, focused book review, and think-aloud procedures designed to approach the participants' thinking from a variety of angles. Fieldtesting was conducted to help strengthen the inquiry design and provide an opportunity for realistic application of the method chosen for analysis (Rubin and Rubin, The Art of Hearing Data, 1995). Analysis included color-coding for identification of concepts and themes both in individual interviews and across cases. Findings: All six participants readily acknowledged the importance of reading aloud in the classroom, and, though time and length of readaloud sessions in their classrooms vary, each of these teachers includes it in her daily program. Further, these teachers indicated that there are a variety of factors which influence their choices, factors falling within several categories: purpose for reading, students' needs and desires, characteristics of books themselves, books' potential to enhance literacy growth, and issues of controversy. Further, these participants indicated their use of a variety of pre-reading, during reading, and post-reading strategies which they believe helps enhance the readaloud session for their students. Conclusion: The results of this study promote the idea that kindergarten teachers recognize the importance of reading aloud and that they consider carefully their trade book selection. Perhaps also the results could provide a springboard into further, more issue-focused or specific research regarding the factors found to influence teacher choice.
Ed. D.
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Drewry, Robert Stephen. "Selecting Vocabulary for Interactive Read-Alouds: Six Intermediate Literacy Collaborative Teachers' Choices." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1435579591.

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Berntsson, Anna, and Sofia Thorin. "Räknar vi med barnboken? : Ett tillfälle för läraren att prata matematik med förskolebarn utifrån boken Fia och djuren." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-21861.

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Syftet med arbete är att undersöka hur lärare använder sig av barnboken Fia och djuren (Kruusval 2007) för att synliggöra matematik för barn i åldern 5-6 år på förskolan. Vi observerade lärarna i en högläsningssituation, därefter intervjuade vi dem för att få en djupare bild av hur de tänkte kring högläsning och matematik. Resultatet på undersökningen visar att lärarnas kunskaper och erfarenheter kring ämnet matematik har en avgörande betydelse för vilken form av matematik som synliggörs i högläsningen. Resultatet visar också att det är av stor vikt att lärarna utmanar, uppmuntrar, stödjer och samtalar med barnen om den matematik som är både synlig och dold i boken.
The purpose with the work is to examine how teachers use the children book Fia och djuren (Kruusval 2007) to make mathematics visible for 5-6 year old children in preschool. We observed the teachers in a reading aloud session and then we interviewed them to get a deeper picture of how they were thinking around the subject of reading aloud and mathematics. The result of the examination shows that the teachers’ knowledge and experiences around the subject of mathematics have a crucial meaning for which form of mathematics that is visible in the reading aloud session. The result also shows that it is of great importance that the teachers’ challenges, encourage, support and discuss with the children about the mathematics which is both visible and hidden in the book.
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Franitza, Patrice, and Kristina Kastberg. "Foppatofflor och Steppskor." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33646.

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Syftet med detta arbete är att studera hur skönlitteraturen används på förskolorna som vi har valt att besöka och varför högläsningen bortprioriterats.För att uppnå våra syften har material samlats in på fyra stycken avdelningar på tre olika förskolor. Kvalitativa intervjuer med fyra förskollärare har gjorts samt observationer i barngrupperna.Syftet var att studera hur högläsningen används i de förskolor som besöktes, samt i vilket syfte pedagogerna anser att högläsningen används. Se hur högläsningen prioriteras av pedagoger samt hur de jobbar för att nå mål som finns i läroplanen och de lokala målen som finns på förskolan.Resultatet av intervjuerna och observationerna visar att pedagogerna gärna vill använda skönlitteratur i verksamheten men att vardagen sätter olika hinder i vägen för högläsningen. Vår slutsats blir att pedagogernas retorik och praktik inte stämmer överens.
The purpose of this thesis is to examine how literature is used in the preschools and why reading aloud is not a priority in the daily routine anymore.To achieve our goals we visited four units in three different preschools and also lead qualitative interviews with four preschool teachers. The purpose was to study how reading aloud is used in the preschools we decided to visit, and what purpose the preschool teachers thinks it has. See how reading aloud is prioritized by the preschool teachers and how they work to achieve local goals and goals contained in the curriculum.The results of the interviews and observations show that the teachers are willing to use literature in the everyday routines of the preschool, but due to obstacles in the daily routine reading aloud is right now not a possibility. Our conclusion is that the preschool teachers’ rhetoric and practice do not match.
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Andrén, Amanda. "Metoder vid högläsning som påverkar elevers språkutveckling : En intervjustudie med fem verksamma lärare." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78318.

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För att eleverna ska utveckla språket och ordförrådet samt förstå det lästa är högläsning med språkutvecklande strategier en bra metod. Syftet med studien är att undersöka hur lärare i årskurs 1–3 upplever att de arbetar med högläsning av skönlitteratur och hur de anser att deras arbete utvecklar elevens ordförråd och språkutveckling.  Undersökningens teoretiska utgångspunkt utgår från det sociokulturella perspektivet. Vilket innebär ett lärande där interaktionen mellan människor är det viktigaste redskapet för att lärande ska kunna ske. En intervjustudie genomfördes med fem legitimerade svensklärare som undervisar på lågstadiet. Resultatet visar att samtliga lärare anser sig använda högläsning i sin undervisning, för att främja elevers språkutveckling och ordförråd. Alla fem lärarna framhåller att de använder sig av en eller flera språkutvecklande metoder, de metoder som framkom var En läsande klass och Reading to Learn. Dessa metoder används på olika sätt beroende på syfte, och lärarna framhåller att de också inspireras av metoderna för att utveckla dem till ett eget arbetssätt. Lärarna upplever att högläsning av skönlitteratur bidrar till positiva effekter på elevernas ordförråd och språkutveckling.
Reading aloud with language development strategies is a method to develop pupils language and vocabulary, as well as to understand the read text. The object of this study is to examine how teachers experience reading fiction aloud for pupils, and how their work develops the vocabulary and language development of their pupils. The theoretical approach of the study is based on the socio-cultural perspective. Meaning that the interaction between people are the most important tool for learning. An interview study was conducted with five legitimized teachers of the Swedish language who teach at the lower level, grade 1-3. The result shows that all teachers say that they are reading aloud as part of their teaching. All five teachers stress that they are using one or more language development methods, the methods that emerged were “En Läsande Klass” and “Reading to Learn”. These methods are used in different ways depending on the purpose, and the teachers point out that they are often taking bits and pieces from them to develop and use in their teaching. The teachers experience that reading fiction aloud are contributing factors for the pupils development of vocabulary and language development.
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Atterlid, Niclas. "Högläsning i skolan - ett sätt för elever att kliva in i berättelsens värld : En kvalitativ studie om hur lärare i årskurs F-3 arbetar med högläsning av skönlitteratur i svenskundervisningen." Thesis, Södertörns högskola, Lärarutbildningen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-37077.

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The aim of this study was to examine how a group of teachers in the same primary school work with fiction read-alouds in the Swedish teaching. The collected material was analysed by using Langer’s (2005) theory about imagination worlds. Two questions were then formulated to answer the purpose of the study: How do the teachers plan their fiction read-alouds in Swedish teaching? and How do the teachers describe the implementation of their read-alouds? The result shows that all of the teachers plan their fiction read-alouds with different types of preparation. This preparation includes: choosing the right book, which the teachers claim is dependent on several factors such as the students’ knowledge level or interests; reading the book before the read-aloud; and introducing the book in an interesting way during the read-aloud, which creates a pre-understanding of the content. Lastly, the teachers revealed that a large part of their planning work consists of creating post-reading tasks which are primarily aimed at developing students’ writing. The result also shows that the teachers have distinct rules for the implementation of their read-alouds. These rules help the teachers create favourable conditions for engaging students in the world of fiction. During read-alouds, the teachers embody the text through the use of their voices and body language. The importance of conversation during the read-aloud, with the primary purpose of helping students understand the content of the story, was also emphasized. The teachers also claim that conversation also gives their students a chance to think out loud and to reflect on the reading, thus gaining the opportunity to share each other’s thoughts.
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Bohlin, Jenny. "En gnutta läslust : Fyra lärare och deras arbetssätt för att främja de yngsta skolelevernas läslust." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-44041.

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This project investigates how four teachers work to encourage their pupils’ love of reading. The study was conducted with the focus on teachers working in grades 1–3. The teacher’s view of their own role in furthering love of reading is also considered.It is hoped that other teachers will gain inspiration and ideas about how to work to motivate their pupils to read.To ascertain the four teachers’ opinions and thoughts I conducted qualitative interviews which I then analysed with the help of sentence concentration.The study shows that the teachers work in similar ways, but what they all have in common is that they further love of reading through methods that include conversation and communication with classmates and teacher. It has also been found that the teachers think that the responsibility for encouraging children’s lies not just with the teacher but also in the children’s home.
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Ottosson, Julia. "Högläsning som verktyg för ordförrådsutveckling hos flerspråkiga barn : En studie om hur förskollärare använder högläsning för att utveckla det svenska ordförrådet hos flerspråkiga barn." Thesis, Linnéuniversitetet, Institutionen för didaktik och lärares praktik (DLP), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100312.

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Syftet med rapporten är att bidra med kunskap om förskollärares arbetssätt för utveckling av flerspråkiga barns ordförråd i det svenska språket. Det finns många flerspråkiga förskolebarn som är i behov av att utveckla ordförrådet för att kunna kommunicera. Förskollärare har observerats under högläsning med ett flerspråkigt barn och blivit intervjuade om deras arbetssätt därefter. Studien tar sin utgångspunkt från en kategorisering av lärandet som kontextuellt, analytiskt och förankrat. Det analytiska arbetssättet var mest förekommande bland förskollärarna. Förskollärarna berättar att de inte arbetar med att göra barn fonologiskt medvetna inom det förankrade arbetssättet. De säger att de arbetar mest med det kontextuella arbetssättet som innebär att göra kopplingar mellan böckernas innehåll och barnens erfarenheter. I observationerna används det kontextuella arbetssättet minst och desto mer av det förankrade arbetssättet. Det tyder på att förskollärarna inte är medvetna om de olika arbetssättens innebörd eftersom intervjuerna och observationerna ger skilda resultat. En slutsats är att förskollärare behöver bli mer medvetna om arbetssättens innebörd eftersom de är viktiga för barnens utveckling av ordförråd.
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Books on the topic "Teachers reading aloud"

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Children's book corner: A read-aloud resource with tips, techniques, and plans for teachers, librarians, and parents : level grades 1 and 2. Westport, Conn: Libraries Unlimited, 2004.

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Children's book corner: A read-aloud resource with tips, techniques, and plans for teachers, librarians and parents : level grades 5 and 6. Westport, Conn: Libraries Unlimited, 2006.

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Children's book corner: A read-aloud resource with tips, techniques, and plans for teachers, librarians, and parents : level grades 3 and 4. Westport, Conn: Libraries Unlimited, 2005.

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Beauchat, Katherine A. Effective read-alouds for early literacy: A teacher's guide for preK-1. New York, NY: The Guilford Press, 2012.

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Beauchat, Katherine A. Effective read-alouds for early literacy: A teacher's guide for preK-1. New York, NY: The Guilford Press, 2012.

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Bradbury, Judy. Children's Book Corner: A Read-Aloud Resource with Tips, Techniques, and Plans for Teachers, Librarians, and Parents Grades 1 and 2. Libraries Unlimited, 2004.

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Bradbury, Judy. Children's Book Corner: A Read-Aloud Resource with Tips, Techniques, and Plans for Teachers, Librarians, and Parents Grades 3 and 4. Libraries Unlimited, 2005.

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Children's Book Corner: A Read-Aloud Resource with Tips, Techniques, and Plans for Teachers, Librarians and Parents Level Pre-K-K. Libraries Unlimited, 2003.

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Bradbury, Judy. Children's Book Corner: A Read-Aloud Resource with Tips, Techniques, and Plans for Teachers, Librarians, and Parents Grades 5 and 6. Libraries Unlimited, 2006.

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Smith, Carl B. Creating Life-Long Readers. The Family Learning Association, 2000.

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Book chapters on the topic "Teachers reading aloud"

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Pratt, Sharon M. "Building Pre-Service Teachers' Conscious Awareness of Their Literacy Cognitive Processes and Ability to Prepare Quality Think-Alouds." In Effective Practices in Online Teacher Preparation for Literacy Educators, 171–93. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0206-8.ch009.

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This chapter shares an instructional practice that has been used with undergraduate pre-service teachers to help them become consciously aware of their own cognitive processes for literacy tasks, as well as how to prepare think-aloud demonstrations for elementary age students. Using asynchronous online discussions, pre-service teachers were given a pre-writing or reading comprehension prompt and asked to think-aloud during their own work with a task. Secondly, after instruction in research-based components to include in think-alouds, pre-service teachers prepared a recording of how they would model a related literacy task for elementary age students. The asynchronous format with peer critique allowed pre-service teachers to try out think-aloud practices within an uncritical space, thus encouraging them to take greater risk in sharing their thought processes aloud with others.
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Courtad, Carrie Anna, and James C. Courtad. "Multicultural Literacy, Community Engagement, and Preservice Teachers." In Advances in Early Childhood and K-12 Education, 614–34. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7375-4.ch030.

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When we teach, we must look beyond the students in front of us and at the environment in which students will eventually live and work. Teachers in K-5 institutions in major urban centers face language barriers when engaging with parents. Preservice teachers and second language learners need practical, applicable experience in connecting with parents and improving their shared reading strategy. Instructors need to include authentic, culturally diverse children's literature into the teacher candidates' world. Instructors can apply classroom knowledge to provide a product to solve a problem for current teachers. Benefits in this community engagement project are numerous for all the players involved. This chapter details a community engagement project that includes lesson plans to integrate culturally diverse children's literature, lesson plans for instructions in interactive read alouds, provides research-based evidence behind the benefits of interactive read alouds, culturally diverse literature, and parent/students interactions for translations.
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Watson, Tiffany, and Jennie L. Jones. "Selecting Diverse Literature for Interactive Read-Alouds." In Advances in Early Childhood and K-12 Education, 525–44. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7375-4.ch026.

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The purpose of this chapter is to explain how a course, Teaching of Reading and Writing, uses its key course assessment to enhance preservice teacher candidates' appropriation of diverse children's literature. In this chapter, the authors provide an overview of the Teaching of Reading and Writing course and the key course assessment, an interactive read-aloud with a diverse book. Additionally, the authors provide a rationale for why exploring and using high-quality diverse literature is intentionally embedded within the assignment. The chapter also includes a description of how the authors support their teacher candidates' appreciation of diverse children's literature through scaffolded instruction and text evaluation. The authors share their candidates' experiences with the interactive read-aloud as well as successes, challenges, and next steps for this assignment.
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"Creating Safety Zones in Reading Aloud to Empower Second Graders as Readers." In Teacher Inquiries in Literacy Teaching-Learning, 121–32. Routledge, 2001. http://dx.doi.org/10.4324/9781410600769-11.

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"For the Love of Reading: Inquiries in Reading Aloud and Creating Literature Discussion Groups in Fourth Grade." In Teacher Inquiries in Literacy Teaching-Learning, 183–96. Routledge, 2001. http://dx.doi.org/10.4324/9781410600769-15.

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Boyle, Christina, Maria Wills, Lauren E. Jackson, Nicole Kammer, and Tracy Mulvaney. "How School Leaders Can Support Teachers With Program Implementation." In Redesigning Teaching, Leadership, and Indigenous Education in the 21st Century, 172–95. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5557-6.ch009.

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Continuous reflective practices are a driving agent in allowing educational stakeholders to understand the consistent need for recurring change in P-12 learning settings. In this chapter, school leaders describe how they are supporting teachers and ancillary instructional staff with implementing transformative action-based programs. Four transformative leadership initiative case studies will be described. The authors bring various perspectives of supporting program implementation due to their roles in school districts as an elementary ELL teacher, a teacher coach and math teacher, and a district supervisor of Early Childhood education. The first case study will walk readers through how the infusion of a literacy program was conducted using transformational read-alouds to boost reading engagement and motivation amongst English language learners. Next, a teacher coach and math teacher will share how professional learning communities (PLCs) were utilized to promote collaboration amongst K-5 teachers throughout the implementation of a new core mathematics program. The third case study examines a doctoral student project that provided evidence based professional development on early science inquiry. Finally, a Supervisor of Early Childhood details how teachers were supported with the implementation of a three-tiered instructional intervention designed to aid preschool students with developing kindergarten readiness skills to close an identified transitionary achievement gap between preschool and kindergarten classrooms in the participating school district.
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Selikowitz, Mark. "Adulthood." In Dyslexia and Other Learning Difficulties. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780192622990.003.0021.

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All children with specific learning difficulties improve as they grow. In some, the difficulties resolve completely, while others continue to have some degree of difficulty in the specific areas of learning affected. We still have no way of determining which children will continue to experience difficulty and which will not. Nor do we have reliable figures on the relative proportions of those where the difficulties resolve completely and those where they persist. This chapter provides information and advice for adults with persisting specific learning difficulties. Many people are designed to be better adults than children. A child has little opportunity of selecting those things that he enjoys or finds easier, and to avoid those he dislikes or finds difficult. He is required to be an all-rounder, performing a wide range of activities, many under the critical scrutiny of his teachers and peers. It is daunting to think of what many children are required to do regularly at school: reading aloud, writing something that will be marked (for content, neatness, and spelling), doing arithmetical computations that will be checked, playing competitive sport, performing in a play in public, and playing a musical piece to a critical audience. An adult, on the other hand, can have a successful career and avoid any, or all, of these activities. Many famous people are said to have had a specific learning difficulty as children, but it is very difficult to know for certain if this is true. Nevertheless, many of their stories are highly suggestive of the condition. What they all show, whether they had a specific learning difficulty or not, is that problems with learning in childhood need not be a bar to outstanding achievements in adulthood. There follow some examples. . . . Hans Christian Andersen (1805–1875) . Famous as an author of children’s stories such as ‘The Little Match-girl’ and ‘The Little Mermaid’, his handwriting shows characteristics of specific learning difficulty. . . . . . . Auguste Rodin (1840–1917). Now famous for his sculptures, such as ‘The Thinker’ and ‘The Burghers of Calais’, he was regarded as ‘an idiot’, and ‘ineducable’ as a child. . . .
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Jia, Jiyou. "The Web-Based Intelligent English Instruction System CSIEC." In Computer-Assisted Language Learning, 1428–72. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch068.

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This chapter presents the architecture of Web-based intelligent English instruction system CSIEC (Computer Simulation in Educational Communication) and illustrates its important components with examples: dialogue simulation functions including multiple roles talk show and user participating roles play, vocabulary exercises including crossword, single choice questions and cloze questions, listening, reading comprehension, grammar exercises, reading aloud, individual learner portfolios, collaborative learning, the teacher's management function, feedback, and so on. The system's function of instant feedback to every student and statistical analysis upon all students' responses to question answers characterizes this system as a learner response system. The Web-based system can be browsed not only by the user through traditional personal computers but also through fashionable tablet computers. Besides the Web-based system, a standalone vocabulary learning and assessment system for Windows OS is developed. Its functions are also introduced.
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Iino, Atsushi. "Effects of HVPT on perception and production of English fricatives by Japanese learners of English." In CALL and complexity – short papers from EUROCALL 2019, 186–92. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.1007.

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This study investigated the effects of High Variability Phonetic Training (HVPT) on beginner level English as a Foreign Language (EFL) Japanese learners’ perceptions and productions of the English fricatives /f/, /v/ and /θ/. With the use of the computer program ‘English Accent Coach’ (EAC, Thomson, 2017), two groups of participants were engaged in learning the sounds in a two-syllable environment: target consonant + vowels (CV) and target consonant + vowels + consonant (CVC). The perception training with EAC was conducted for five weeks between a pre-test and a post-test in perception and production. Production was measured in the form of recorded reading aloud and was evaluated by native English speakers and a Japanese teacher of English. The results indicated the advantageous effects of CVC environments on perception as well as on production.
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Conference papers on the topic "Teachers reading aloud"

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Lonski, Jennifer Sanguiliano, Laurinda Lott, and Hank Van Putten. "PRINCIPLES FOR HOW WE TREAT EACH OTHER: EQUITABLE CONVERSATIONS IN OUR EDUCATIONAL AND PERSONAL SPACES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end151.

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Educators have the unique opportunity to promote equity, change, and social justice ideals to an entire generation. Through daily lessons, classroom norms, and beliefs, classroom teachers can disrupt inequity among students. The Peace and Justice Institute (PJI) at Valencia College has worked with approximately 140 educators through the week-long PJI Teachers Academy over the past three years. This workshop explores the basis of the PJI philosophy, the Principles for How We Treat Each Other: Our Practice of Respect and Community Building (PJI Principles), and discusses social justice practices and norms that research indicates support equity and inclusion in the classroom. This workshop will begin with a brief introduction to the Peace and Justice Institute and the presenter backgrounds. Research has indicated that the practice of reading the PJI Principles aloud, discussing them with members of the community, and focusing on application impacts the way we communicate with each other in our personal and professional spaces. In this session participants will read the PJI Principles aloud, hearing the voices of their online community as they discuss the implications of a standard set of norms. Following the initial reading, the presenters will dive deeper into three of the principles, working with participants to explore practical applications of the PJI Principles. With the understanding that social change towards equity and justice can begin with teachers and their classrooms, this workshop will conclude with research regarding personal and professional change related to the PJI Principles. This presentation is open to all participants.
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