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‘Read Aloud please . . . it’s a library’Choose, read, succeed: Partnerships in practice
24 November 2017Ruth Woolven – Kew Primary School
Western Australia Study in Children’s Book Reading•Murdoch University research, looked into the
attitudes and perceptions of children aged 8 – 11 years regarding ‘interactive reading’ – being read to and reading aloud.
• There is a role for all parents, teachers and library staff in providing interactive reading opportunities.
• The report findings are available in the Australian Journal of Education (AJE) http://journals.sagepub.com/doi/10.1177/0004944117727749
Known benefits of reading aloud• improving listening skills•spelling•vocabulary acquisition•enhancing early reading skills•narrative comprehension and mental imagery•pronunciation and inflectionWhen teachers read aloud they also:•model positives attitudes to reading•support EAL students
Neuroscience of Reading•There is no single reading part of the brain
•We learn to read by borrowing from, building on and recycling from other neural systems
•Development of these systems (auditory, visual, language) continues well into adolescence and therefore ‘learning to read’ does too
What happens in the wild?•Educational beliefs often state that most
students shift from ‘learning to read’ to ‘reading to learn’ in Years 3-4
•Many parents stop reading when independent readers
•Some children happy – want to read on•But more than half wanted the interactive
reading to continue•They enjoy the social connection
What else did the students say?•Some children interpret the cessation of
interactive reading to mean they had finished their reading journey
•Perception that reading was no longer valued
•Unexpectedly children identified learnings & skills acquisition from listening – enthusiasm, fluency, vocabulary, comprehension
Testing•Students who lack skills or confidence do
not enjoy reading aloud.
•Reading aloud at school was nearly always associated with the purpose of assessment
•Library staff are well placed to encourage reading for pleasure.
What can we do?• All library staff can read aloud -
be influential social agents
• Reflect a range of different cultures, traditions and perspectives
• Books in their mother tongue
• Parents ‘how to read aloud’ sessions.
• Family reading afternoons
• Advocacy for libraries, staff, budget
Story Dogshttp://storydogs.org.au/
http://www.abc.net.au/news/2017-03-10/story-dogs-help-kids-read-literacy-skills/8341060
Story Box Libraryhttps://storyboxlibrary.com.au/
1000 Books Before School
When reading aloud consider…•Enunciation – clarity of speech•Volume – change with the story•Pace – when to pause, where, how long•Tone – quality, richness•Pitch – highness or lowness• Inflection – rhythm or emphasis
Examples on the Mem Fox website
Taking it Further•Discussions & activities – craft, dance, puppets,
song
• Tell me framework – three sharingsEnthusiasms – likes and dislikesPuzzles or difficultiesConnections & patterns
•Teacher notes
Encourage Parents•Parents perceive strong reading skills as the
most important skills for their children to have (Scholastic, 2016).
•But not all children are read to anymore or maybe never were.
•Share resources
•Employ Principal Power
The final word“The truth is, I have never thought of picture books as a thing to be read, but rather a script to be spoken and performed by a teacher, librarian, parent or a kid to another kid.” Drew Daywalt
Mem Fox – Reading Magic
Resources• PETAA Parents Guide
http://petaa.edu.au/imis_prod/w/Teaching_Resources/w/Teaching_Resources/Parents_guide.aspx
• Mem Fox – Reading Magic: How your child can learn to read before school – and other read-aloud miracles
• Mem Fox website http://memfox.com/for-parents/for-parents-ten-read-aloud-commandments/
http://memfox.com/for-teachers/for-anyone-interested-a-read-aloud-lesson/
• Story Box library• Storyline Online• Read-Aloud Revival with Sarah Mackenzie – Podcast• How to Read a Book by Kate Messner