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Reading Aloud

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

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  1. Reading Aloud Effie Wang

  2. 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).

  3. 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)

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

  5. 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)

  6. 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

  7. 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)

  8. 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)

  9. 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

  10. 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)

  11. 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)

  12. 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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