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Interactive Read‐Alouds for English Learners in the Elementary Grades
Author(s) -
Giroir Shan,
Grimaldo Leticia Romero,
Vaughn Sharon,
Roberts Greg
Publication year - 2015
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1354
Subject(s) - mathematics education , vocabulary , vocabulary development , psychology , focus group , pedagogy , read aloud , literacy , reading aloud , comprehension , qualitative research , think aloud protocol , qualitative property , teaching method , computer science , reading (process) , linguistics , sociology , philosophy , social science , usability , human–computer interaction , anthropology , programming language , machine learning
This article describes the implementation of a read‐aloud routine focused on the development of vocabulary knowledge and comprehension for English Learners ( EL s) in grades K‐3. This paper describes the steps of a daily read‐aloud system, including key applications of second language acquisition and culturally responsive pedagogy with examples of how they are integrated with literacy instruction for EL s. The routine was implemented across three campuses, and qualitative data was collected throughout the implementation period to inform model development. Data sources include formal observations, focus‐group interviews, documents from professional development activities, and researcher field notes. The article concludes with a discussion of the successes and challenges to implementing the read‐aloud routine in K‐3 classrooms.