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Repeated Interactive Read‐Alouds in Preschool and Kindergarten
Author(s) -
McGee Lea M.,
Schickedanz Judith A.
Publication year - 2007
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 - 10.1598/rt.60.8.4
Subject(s) - vocabulary , psychology , comprehension , reading (process) , read aloud , reading comprehension , reading aloud , vocabulary development , think aloud protocol , mathematics education , inference , quality (philosophy) , protocol analysis , teaching method , linguistics , computer science , cognitive science , artificial intelligence , philosophy , epistemology , usability , human–computer interaction
Repeated interactive read‐alouds, a systematic method of reading aloud, allow teachers to scaffold children's understanding of the book being read, model strategies for making inferences and explanations, and teach vocabulary and concepts. A storybook is read three times in slightly different ways in order to increase the amount and quality of children's analytical talk as they answer carefully crafted questions. During the first reading, teachers introduce the story's problem, insert comments, ask a few key questions, and finally ask a “why” question calling for extended explanation. This is accompanied by elaborations on a few key vocabulary words. Second reads capitalize on children's growing comprehension of the story by providing enriched vocabulary explanations and asking additional inference and explanation questions. Third reads consist of guided reconstruction of the story in which children recount information as well as provide explanations and commentary. These techniques have shown to be effective in increasing children's engagement, understanding, and appreciation of literature in preschool and kindergarten settings.