The adaptability of read alouds.
|dc.description.abstract||The basis for this research is to examine the topic of the adaptability and flexibility of read alouds in the elementary classroom. [The] question [of] how elementary teachers can capitalize on the flexibility of the read aloud instructional strategy in order to enhance reading motivation and literacy skills of all their students is best answered through an extensive literature review. The synthesis of the review produced several pertinent findings: that active engagement in read alouds appears to increase the vocabulary size and word meaning of early elementary students, that an interactive read aloud approach has positive effects on the vocabulary development and comprehension of English language Learners, that teachers frequently use the interactive read aloud approach with narrative texts to focus on language plan and development, and that impactful read alouds occurs as a result of teacher’s explicit planning and involving frequent cognitively challenging questioning to improve students’ comprehension, These findings have a strong application to teacher practice in the elementary classroom and therefore will be presented to elementary teachers through an[d] in-person professional development workshop.||en_US|
|dc.subject||Education, Elementary -- Activity programs.||en_US|
|dc.subject||English language -- Study and teaching -- Foreign speakers.||en_US|
|dc.title||The adaptability of read alouds.||en_US|
|dc.description.institution||SUNY at Fredonia|