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ERIC Number: EJ1152775
Record Type: Journal
Publication Date: 2017
Pages: 8
Abstractor: As Provided
ISSN: ISSN-0034-0510
Read-Alouds in the Classroom: A Pilot Study of Teachers' Self-Reporting Practices
McCaffrey, Megan; Hisrich, Katy E.
Reading Improvement, v54 n3 p93-100 Fall 2017
As instructors of preservice teachers both researchers have spent time in classrooms observing the reading block. Teacher read-alouds were observed and a disconcerting occurrence became apparent to both researchers independently. Teachers took two seemingly dissimilar approaches to the practice of read-alouds. Teachers observed, either implemented a read-aloud skillfully, obvious that thought and planning went into the activity; or completely underutilized the activity as a part of reading instruction. These observations led researches to become committed to best practices for read-alouds; and query, what practices teachers self-report employing in preparation of the activity. According to, "Becoming a Nation of Readers: The Report of the Commission on Reading" (BNR) (1985, Anderson et al.) read-alouds are "the single most important activity for building the knowledge required for eventual success in reading." Notwithstanding this affirmation some teachers do not read aloud to their students routinely or do not fully utilize the instructional opportunities offered by this practice. Read-alouds were noted as "the single most important activity" because they offer numerous literacy benefits through an engaging activity. The researchers for this study sought to conduct a self-reporting pilot survey to gain data regarding teachers read-aloud practices.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois
Grant or Contract Numbers: N/A