Repeated Interactive Read-Alouds in Preschool and Kindergarten
Article first published online: 9 NOV 2011
2007 International Reading Association
The Reading Teacher
Volume 60, Issue 8, pages 742–751, May 2007
How to Cite
McGee, L. M. and Schickedanz, J. A. (2007), Repeated Interactive Read-Alouds in Preschool and Kindergarten. The Reading Teacher, 60: 742–751. doi: 10.1598/RT.60.8.4
- Issue published online: 9 NOV 2011
- Article first published online: 9 NOV 2011
- literature based
- early childhood
Repeated interactive read-alouds, a systematic method of reading aloud, allow teachers to scaffold children's understanding of the book being read, model strategies for making inferences and explanations, and teach vocabulary and concepts. A storybook is read three times in slightly different ways in order to increase the amount and quality of children's analytical talk as they answer carefully crafted questions. During the first reading, teachers introduce the story's problem, insert comments, ask a few key questions, and finally ask a “why” question calling for extended explanation. This is accompanied by elaborations on a few key vocabulary words. Second reads capitalize on children's growing comprehension of the story by providing enriched vocabulary explanations and asking additional inference and explanation questions. Third reads consist of guided reconstruction of the story in which children recount information as well as provide explanations and commentary.
These techniques have shown to be effective in increasing children's engagement, understanding, and appreciation of literature in preschool and kindergarten settings.