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Argues that successful readers comprehend, learn, and enjoy reading when they develop background knowledge, vocabulary, knowledge of text construction and use, self-coaching strategies, and motivation. Describes interactive read-aloud features—teacher-student engagement, purposeful planning, and use across the school day—while highlighting classroom neglect and variability. 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Successful, engaged readers also comprehend, learn from, and enjoy what they read by drawing on background knowledge, vocabulary, understanding of how texts are constructed and used, self-coaching strategies, and motivation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What makes interactive read-alouds most effective?",{"text":117,"@type":113},"The teacher and students actively think and talk about the read-aloud text, and instruction is purposeful and planned. Effective read-alouds also can occur across the school day and across content areas, not only during language arts.",{"name":119,"@type":110,"acceptedAnswer":120},"How do interactive read-alouds support comprehension through knowledge?",{"text":121,"@type":113},"Building related world knowledge supports students’ comprehension of new texts. This extends beyond facts and includes broader knowledge, including cultural alignment that strengthens understanding.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590694,1792166023,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","LITERACY  \nReading to Learn from the Start  \nThe Power of Interactive Read-Alouds  \nBy Tanya S. Wright  \nH  \now many times have you heard someone say: “In kindergarten through third grade, kids learn to read, and then in fourth grade and beyond, kids read to learn”? This phrase is often used to promote the idea that the early  \nyears of schooling should focus primarily on helping children learn to decode text fluently. Fluent decoding is, of course, critical for independent reading, and we do want children to develop this skill in the early grades of school. However, fluent decoding is necessary but not sufficient for successful reading.1  \nSuccessful and engaged readers comprehend, learn from, and enjoy what they read. This requires far more than the ability to look at the symbols on the page and say the words that these symbols represent. Readers need background knowledge and vocabulary, they need to knowhow texts are constructed and how they are used, they need strategies to coach themselves when reading is challenging, and they need to feel motivated to read.  \nLuckily, children can begin to learn all of this in the early grades of school—by reading! How can children “read to learn”  \nTanya S. Wright is an associate professor in the Department of Teacher Education at Michigan State University. A former kindergarten teacher, her research and teaching focus on curriculum and instruction in language and literacy in early childhood and elementary school.  \nwhen they are still learning to decode text independently? The answer is that adults read aloud to them. Interactive read-alouds, where adults read text to children and facilitate discussion of the text, are an incredibly effective method for supporting children’s literacy learning. In this article, I describe some of the knowledge and skills that children must develop in order to become successful readers, and I share evidence that read-alouds can support students in this learning. In other words, interactive read-aloudshave the power to help children read to learn as they learn to read.  \nInteractive Read-Alouds  \nWhat can children in the early childhood and elementary years learn during interactive read-aloud experiences? It turns out that the answer is a lot. In particular, studies demonstrate that certain ways of reading aloud optimize children’s learning. The readalouds described below share several key features for supporting student learning. First, most effective instructional practices for read-alouds are interactive. This means that the teacher and students are actively involved in thinking and talking about the readaloud text. This extra-textual talk (i.e., the talk that happens around the text) facilitates children’s literacy development in both early childhood and the elementary grades.2  \nSecond, most effective read-aloud techniques are purposeful and planned. This means that the teacher has carefully selected  \n4 AMERICAN EDUCATOR | WINTER 2018–2019  \nthe text and determined how it will be used to support student learning. This includes planning how and when the text will be read, what the teacher will explain or model for the students, and the types of questions, ideas, and words that will be discussed. Third, effective interactive read-alouds can and should occur across the school day, in a broad range of content areas, and not just during language arts.  \nDespite all the evidence that interactive read-alouds support student learning, studies show they may be neglected during instruction in pre-K and elementary classrooms. In our study of 55 kindergarten classrooms,3 we observed instruction for more than 600 hours and found that kindergarten  \nteachers spent, on average, only 8.36 minutes engaged in read-alouds of literature and 1.7 minutes on read-alouds of informational text. Note that an average of 1.7 minutes means that most teachers did not read any informational text at all. Even when texts are read aloud, researchers have documented a focus on fictio","cbCaiaj9f7uz6nhX","https://ap.wps.com/l/cbCaiaj9f7uz6nhX","pdf",244218,"English","# Interactive Read-Alouds\n## Features of Effective Read-Alouds\n# Learning about the World\n## Knowledge and Comprehension","[{\"question\":\"Why is fluent decoding not enough for successful reading?\",\"answer\":\"Fluent decoding is necessary but not sufficient. Successful, engaged readers also comprehend, learn from, and enjoy what they read by drawing on background knowledge, vocabulary, understanding of how texts are constructed and used, self-coaching strategies, and motivation.\"},{\"question\":\"What makes interactive read-alouds most effective?\",\"answer\":\"The teacher and students actively think and talk about the read-aloud text, and instruction is purposeful and planned. Effective read-alouds also can occur across the school day and across content areas, not only during language arts.\"},{\"question\":\"How do interactive read-alouds support comprehension through knowledge?\",\"answer\":\"Building related world knowledge supports students’ comprehension of new texts. This extends beyond facts and includes broader knowledge, including cultural alignment that strengthens understanding.\"}]","Literacy - Reading to Learn from the Start - The Power of Interactive Read-Alouds | PDF",1792070222,15]