The Demise of the Read-Aloud

21 Jul

I was having coffee last week with one of my favorite teachers and a dear friend., Ms. K.  We reminisced about the book “Walk Two Moons,” which she always reads at the beginning of the year because she likes how it teaches about empathy. I remembered the year that my son was in her class; he brought me the book and told me I just had to read it.  He not only loved the book, but he became an evangelist for it!

Ms. K lamented that, at her school, reading aloud is not a part of the current curriculum. The literacy program uses leveled readers and there is no place—or time for literature.  Ms. K is a tenured teacher with union backing and she just shrugs and says: “What are they going to do to me?”  She cuts into math instruction time in order to read aloud to her students every day. This is not the first time a teacher has told me that she has been told by administration that reading aloud to students in not useful or necessary.

When my kids were young, we had an elaborate reading ritual each night. My kids were spaced roughly two years apart and so we had a range of reading and comprehension levels. Typically, I began with my youngest two, reading a few board books that they had memorized and could “read” to me, then we’d move on to several picture books. Sometimes the older kids read to the younger ones.  As the younger kids drifted off my lap and played with toys on the floor at my feet, I gathered the older kids around and we’d read from chapter books.  We never seemed to be able to stop at one chapter and often, reading sessions lasted an hour or more. Sometimes I read and sometimes we took turns reading. In those years we read the Harry Potter books, The Secret Garden, His Dark Materials trilogy, The Little House books and many, many more books.  As each kid got to be about thirteen they would decide that they would rather read alone and gradually, our nightly gathering diminished in size until one day, it was gone.

Whenever other parents would ask me how I got such articulate kids, I told them how much we read together. Other factors came into play as well, I am sure, but I am convinced that my children’s success in school and life is largely due to those hours and hours we sat reading together and talking about books.

Research studies corroborate what I believe strongly about vocabulary and reading. Kids learn the majority of new and unusual words from reading. Struggling readers are at a disadvantage, because the vocabulary that they are able to decode is not as rich as they are capable of understanding. Children who are not fluent readers also read a great deal less than strong readers do. Reading aloud levels the playing field and makes interesting and varied vocabulary accessible to all students. According to Warick Elley “Vocabulary is the single best indicator of intellectual ability, and an accurate predictor of success at school.” (Elley, Warick. “New Vocabulary: How do Children Learn New Words?” Reading Forum NZ. June 1987, pp 2-4)  Elley’s article goes on to recount a study of vocabulary acquisition during read aloud, which shows convincingly that reading aloud and discussing new vocabulary is an effective way for children to learn new vocabulary.

I am very grateful to teach at a school where the needs of the child come before strict curriculum schedules, however, as an interventionist, I have limited time with students and the time I do have needs to be used as efficiently as possible. The regular classroom teachers have a lot more leeway. Although most teachers I know hate the way standardized testing dictates our teaching, we are nonetheless slaves to it. Our jobs depend on it. Not all schools dictate that teachers can’t do read aloud time, but many teachers just don’t have the time after meeting all the curriculum requirements.

Reading aloud is particularly important for kids who are at risk for academic failure.  Reading to children on the aspergers/autism spectrum, or with behavioral and emotional disorders gives parents a chance to discuss nuances of language and emotion in a non-threatening and non-personal manner. Exposure to idioms and figures of speech and discussion along the way is very helpful to kids who are literal thinkers. Children with reading disabilities typically can understand much higher levels of complexity in literature than they are able to decode on their own. Reading aloud gives them incentive to go to all the hard work of learning to read well—so that they too can read wonderful books. it is also much easier for a struggling reader to decode a familiar word or phrase. Continual exposure to dry leveled readers that are developmentally and thematically immature, with no exposure to rich language, theme and plot would discourage reading in anyone! Kids with ADHD need one-on-one reading time, which allows for movement breaks. Reading high interest books to kids with attention deficit disorders gives them practice in focusing. Gifted kids, especially younger ones, may not be able to read the books that will capture their imaginations and drive them to learn more.

I stand by my assertion that reading aloud to kids is vital, and research backs me up. I believe this move toward shoveling in standards and curriculum like we are stoking a furnace is detrimental to our kids development in life and in literacy. In the long run, we all lose out and I fear that the sheer joy of reading will gone for these kids. Given the time restraints we have in schools it is even more vital that parents read to their children every day and in copious amounts.  If you have a primary school-aged kid, your child’s teacher may not reading aloud to your child. They may not have the seniority that Ms. K has to go against the dictates of administration. This means that sharing the love of reading and books and literature and rich, beautiful language is up to you.  Read to your kids.

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5 Responses to “The Demise of the Read-Aloud”

  1. Marcella July 23, 2010 at 9:21 am #

    Love your blog! Congrats in setting it up. Reading is an issue in our house with my 10 year old. Thank you so much for this information and support. We are now renewed to get back to reading daily!

    • exceptionalbooks July 23, 2010 at 9:37 am #

      Thanks Marcella! I really do miss those days of reading to my kids. When I visit the grandkids, I love to listen to them read to me.

  2. Karen Mehl July 23, 2010 at 10:33 am #

    I’m reading “One Child at a Time” about working with struggling readers, and she says that read alouds are a great time to model reading strategies for students and an integral part of a good reading program.

    I enjoyed your posts.

    Karen

    • exceptionalbooks July 23, 2010 at 10:45 am #

      Hi Karen, You are right, it is a great way to model. I’ve been doing a lot of taking turns reading while tutoring.

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  1. Mental Disorders 101 - July 22, 2010

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