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Reading Aloud. Effie Wang. Introduction. Young learners are not “ taught ” language in any formal sense, but acquire it naturally. To help young learners acquire language naturally, adults should have them exposed adequately to rich input (Chomsky, 1972).

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Reading aloud

Reading Aloud

Effie Wang


Introduction
Introduction

  • Young learners are not “taught” language in any formal sense, but acquire it naturally.

  • To help young learners acquire language naturally, adults should have them exposed adequately to rich input (Chomsky, 1972).

  • Through social interaction, language acquisition occurs (Vygotsky, 1978).


Introduction1
Introduction

  • “Acquisition may happen most efficiently when the acquirer “forgets” that he is listening to or reading another language (Krashen, 1984).”

  • “Joining the Literacy Club”(Smith, 1988)


Introduction2
Introduction

  • Reading aloud contributes young learners’ language development (Trelease, 2001).


Previous research
Previous Research

  • Reading aloud facilitates young learners’ vocabulary, reading comprehension, listening comprehension, expressive ability, verbal fluency, writing ability, or even learning interests (e.g. Elley, 1989; Ehri & Robbins,1994; Ewers & Brownson,1999; Justice, 2002; Nagy & Herman,1987; Ninio, 1983; Robbins & Ehri,1994; Senechal & Cornell,1993; Senechal, Thomas, & Monker, 1997; Snow & Goldfield ,1983; Snow & Ninio, 1986; Huang, 2006; Lee, 2002; Wang, 2007). (L1, L2, & EFL)


Ways to tell stories snow goldfield 1983 whitehurst 1988
Ways to Tell Stories(Snow &Goldfield, 1983; Whitehurst, 1988)

  • labeling

  • yes/no questions

  • simple wh- questions

  • open-ended questions

  • imitative directives

  • repetition

  • pointing requests

  • expansion


Book selection
Book Selection

  • For beginning readers, picture storybooks with interesting storyline but simple text are the first choice. (a great collection of books for reading aloud, see The Read-Aloud Handbook (Trelease, 2006)


Book selection1
Book Selection

  • For older readers, appealing series books or chapter books are very helpful. For example,, Amelia Bedelia, Magic Tree House, Marvin Redpost and so forth)


The 5 most critical factors
The 5 most critical factors

  • Frequency & multiple exposures (the more, the better)

  • Books selection

  • Book access

  • Role of adults (provide greatquantities ofcomprehensible input)

  • Reader-listener interaction


Other issues
Other Issues

  • The class size (no bigger than 15 kids)

  • Utilization of big books

  • Classroom arrangement(a circular arrangement of seats)

  • For big class-size EFL classrooms: technology helps!(overhead projector or PowerPoint)


After reading aloud
After Reading Aloud

  • Reading aloud and silent reading are natural partners when we are making effort to make our children readers (Trelease, 2006).

  • Reading aloud + sustained silent reading = free reading habit (autonomous learners)


Conclusion
Conclusion

  • “the single most important activity of building the knowledge required for children’s eventual success in reading is reading aloud to them. (Anderson, Hiebert, Scott, & Wilkinson, 1985).”

  • The goal of language education:

    to create autonomous learners


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