| Curriculum, materials, methods, and relationships | | | | attention). It is also unclear whether automaticity |
| determine the conditions of learning. Of these | | | | is attributed to their improved reading fluency or |
| four, relationships are the most important for the | | | | to improved comprehension" (Schwanenflugel, et |
| success and progress of the at-risk and struggling | | | | al., 2006). |
| reader and can be especially beneficial when it | | | | Good read-alouds can be used as means for |
| comes to read-alouds. | | | | introducing sound-letter correspondences of |
| As with particularly engaging read-alouds I've read | | | | targeted vocabulary. As I wrote in my journal, |
| with students before, I did not hide my | | | | "finally, I am starting to see the fruit of my work. |
| excitement over the pictures and simple text of | | | | They are not only steadily beginning to recognize |
| the easy reader. The choice of a read-aloud is | | | | words automatically, but they also definitely know |
| particularly important. Choose read-alouds that | | | | the shapes, sounds and names of letters and |
| excite you. | | | | handling 3-4 letter words at their good pace. I feel |
| With a lower-performing group of struggling | | | | that I am consistent" (Dorit Sasson, unpublished |
| English language learners, I used as a read-aloud | | | | data). |
| entitled, "Eggs." Very quickly, they became | | | | Criteria for evaluating a read-aloud |
| amused by my reactions to the pictures and the | | | | Story context as an inductive learning experience |
| evolving dramatic sequences. Not surprisingly, each | | | | (i.e., enough clues to help students discover new |
| student wanted to read Eggs when I was finished. | | | | vocabulary and context comprehensiono |
| They got very upset when there were not | | | | Comprehensible and decodable sentenceso |
| enough classroom copies and they fought | | | | Variety of possible methods to teach read-aloud, |
| amongst themselves. | | | | e.g., word, sound, sentence Does this work?o |
| Once they settled down, they quickly became | | | | Lengtho Unambiguous visualso Story sequences: |
| absorbed by the act of turning the pages and | | | | Can the story be mapped both visually and |
| reliving the language experience that spoke to | | | | verbally?o Type of read-aloud: i.e., narrative or |
| each one of them during the initial read aloud. | | | | expository texto Teaching core: Is there a word |
| They read the text aloud to each other. This | | | | pattern (i.e., decodable texts) for teaching word |
| scene still motivates me, giving positive and clear | | | | families? (same vowel combinations) |
| directions for making a positive impact on the | | | | In preparing supplementary materials of a |
| learning process. | | | | read-aloud, teachers should ask themselves three |
| Later I wrote in my reflection diary, "...They asked | | | | main questions as a basis for planning:o Purpose of |
| me to reread the book so much so that pupils | | | | the activities: Is the purpose to introduce, |
| started to memorize the text. I may or may not | | | | reinforce, or bridge the gaps between letters and |
| realize it, but the pupils were acquiring language | | | | words, sound and meaning?o How can teachers |
| even if it was a single solitary line. They were | | | | maximize valuable classroom time with |
| learning language. They were part of the language | | | | instructional objectives of read-alouds? (issues to |
| learning experience!" However, "in the middle of | | | | be considered are: time allotment, instruction and |
| skill development, it is unclear how the autonomy | | | | classroom management.)o Ability level: Consider |
| feature of automaticity relates to speed and | | | | heterogeneity and adapting story materials to suit |
| resource aspects (i.e., requiring a great deal of | | | | at-risk students. |