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ERIC Number: ED274947
Record Type: RIE
Publication Date: 1986
Pages: 10
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
What Research Says about the Effect of Oral Reading on Reading Achievement.
Williams, Constance M.
A review of research on reading and language development highlights the process of immersion, a concept posited by psycholinguistic theorists. Reading aloud, especially at an early age, significantly affects students as it bridges the gap between written and spoken language and familiarizes children with language patterns of literature, expands vocabulary, adds to the child's knowledge of the world, is a means to develop schema, and motivates the child to read and enjoy books. Researchers have found a positive correlation between being read to and reading achievement, reading readiness, the development of listening skills, and early reading capability. Reading to children allows for the introduction to new words, complex sentence structures, standard forms of English, various styles of written language, the development of a sense of story, motivation to refine reading skills, and a pleasurable experience. Furthermore, read-aloud programs may increase reading achievement in children of lower socioeconomic status and younger children in general. Reading aloud to children gives them an educational head start. (JK)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A