Repeated Interactive Read-Alouds in Preschool and Kindergarten

Repeated Interactive Read-Alouds in Preschool and Kindergarten

The article describes in detail a step-by-step interactive read aloud in pre-k and in kindergarten using complex storybooks. This technique of reading aloud three times in different ways allows children to use critical thinking, helps children to develop oral vocabulary and listening comprehension, also allows teachers to support children’s understanding of the book, and model strategies for making interpretations.  “Teachers prompt children to engage in analytical thinking by making comments that model such thinking and then asking thoughtful questions.” (McGee & Schickedanz, 2007). Children must be engaged in “analytic talk”. The greatest benefits are achieved when children get involved in making predictions, asking questions and making inferences. It is the teacher’s responsibility to engage students in analytical thinking by modeling this type of thinking through remarks, providing prompts to act out the story and then asking reflective questions.

Children learn more vocabulary when they are active participants in storytelling rather than unresponsive listeners. According to Dickinson (2001) “research has demonstrated that the most effective read-alouds are those in which children are actively involved asking and answering questions and making predictions rather than passively listening.” (as cited in McGee & Schickedanz, 2007).

The article suggests the story be read three times. 

The first read includes:

                   1.    Story problem Introduction

                   2.       Vocabulary Support

                   3.       Analytical Comments

                   4.       Ask "Why Questions"

The second read is usually completed two days after the initial read.

1. Enrich Comprehension
2. Define More Words
3. Ask More questions
4. Ask "Why Questions" 

The third read usually takes place two days after the second read.

1. Reconstruct the story
2. Recall information about the story
3. Ask if they remember what happens next
4. Ask "Why Questions"

In my opinion, this is the best way to teach children how to love reading! Having the children take part in the story makes it more meaningful. This also teaches students to recall sequence of events, retell the story, creativity, concept development and book knowledge.

In my school district, we use this technique but we add two more steps to it. Before the first reading, we show students a picture book and they make predictions about what the story is going to be about, the characters, the setting, the book title, the plot, and what is the problem and solution. The other step is at the end of the week we do a story map in which we summarize the information of the book using pictures and symbols. This is a great way to encourage discussion and build new vocabulary. Using pictorial symbols makes it easier for young children to learn the elements of a story.

 After reading this article, I came to the conclusion that interactive read aloud helps children increase engagement, understanding, and appreciation of literature in early childhood and I will implement this technique by prompting my students to help them think analytically by asking high quality questions. I will also buy the books that the article recommends such as: Henny Penny (Galdone, 1968), Oonga Boonga (Wishinsky 2001), and Owl Moon (Yolen 1987).

References

Mcgee, L. M., & Schickedanz, J. A. (2007). Repeated Interactive Read-Alouds in Preschool and Kindergarten. The Reading Teacher, 60(8), 742-751. doi:10.1598/rt.60.8.4