Read-alouds: let’s stick to the story

Krashen, Stephen (2013) Read-alouds: let’s stick to the story. Language and Language Teaching, 1 (2). pp. 1-7. ISSN 2277-307X

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It has been claimed that when readers interrupt stories during read-alouds to point out aspects of print, children make better gains in print awareness, and eventually read better. I question these claims and as well as the usefulness of interrupting stories in this way. Short-term gains are not evident for all aspects of print awareness; comparisons also make gains, and children exposed to print universally acquire print awareness. Also, long-term gains are small and have not been proven demonstrated for real reading for meaning. Finally, interrupting stories to reference print runs the risk of taking the focus away from the story, and disrupting the pleasure and positive impact of read-alouds, which could have negative consequences for literacy development.

Item Type: Articles in APF Magazines
Authors: Krashen, Stephen
Document Language:
Uncontrolled Keywords: : Language, Multilingualism, Language Teaching, Assessment Literacy
Subjects: Language
Divisions: Azim Premji University > University Publications > Language and Language Teaching
Full Text Status: Public
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Note: Published twice a year in January and July, Language and Language Teaching (LLT) reaches out to language teachers, researchers and teacher educators on issues and practices relevant to language teaching. The primary focus of the publication is language pedagogy in elementary schools. LLT proposes to establish a dialogue between theory and practice so that practice contributes to theory as much as theory informs practice. The purpose is to make new ideas and insights from research on language and its pedagogy accessible to practitioners while at the same time inform theorists about the constraints of implementation of new ideas.
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