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Making the Very Most of Classroom Read‐Alouds to Promote Comprehension and Vocabulary
Author(s) -
Santoro Lana Edwards,
Chard David J.,
Howard Lisa,
Baker Scott K.
Publication year - 2008
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.61.5.4
Subject(s) - vocabulary , reading comprehension , comprehension , reading (process) , curriculum , psychology , vocabulary development , class (philosophy) , computer science , teaching method , mathematics education , linguistics , pedagogy , artificial intelligence , philosophy , programming language
Integrating comprehension and vocabulary instruction in read‐alouds can help teachers make the very most of class time. The curriculum described illustrates how read‐alouds, when implemented with strategic purpose, can boost learners' vocabulary knowledge and reading comprehension. Specifically, the author presents guidelines for:selecting texts to encourage “text‐to‐text” and “text‐to‐self” connections selecting target vocabulary words promoting text‐based discussions incorporating comprehension instruction before, during, and after the reading process