Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h6IGvU720162; Fri, 18 Jul 2003 12:57:30 -0400 (EDT) Date: Fri, 18 Jul 2003 12:57:30 -0400 (EDT) Message-Id: <154.21b3ecab.2c498033@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: MWPotts2001@aol.com To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2432] Reading aloud to adults X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit X-Mailer: AOL 5.0 for Mac sub 39 Content-Type: text/plain; charset="UTF-8" Status: O Content-Length: 3848 Lines: 82 In a message dated 7/18/03 3:27:17 AM, AWilder106@aol.com writes: << So READING ALOUD has to be an important resource for a teacher--tapes are fine. The kind of book reading we call "reading" depends on the student having a grasp of this kind of expression. Not only does it enhance predictability and accustom the student to speech patterns, it enhances the areas of the brain that handle language. >> Thank you, Andrea for this highlight. Years ago, when I suggested reading aloud to adults, one of my colleagues told me that I was dead wrong. No matter. I wrote and presented workshops in which I not only suggested that teachers read aloud to their adult students, I read aloud to these teachers. OK. So they would try it. Here is the feedback (a collection from several years of engaging teachers of adults in the read-aloud process): The Literacy Center is a place where Teachers read aloud to students because ÿ Listening to good literature nourishes students’ eagerness to learn, and provides a way for teachers to direct learning toward content that will be useful to adults in the world in which they live. Reading aloud presents books as sources of pleasant, valuable and exciting experiences. ÿ Sharing the reading experience provides physical and social supports, which expand the developmental potential of students, no matter what level they are experiencing as silent readers. Everyone has the opportunity to learn what is necessary. ÿ This support through reading aloud helps diminish the affects of language differences on learning. Everyone in the room has a common literary experience—anchor experiences. Developmentally competent students can learn knowledge and skills when the learning environment and teaching style supports them. ÿ Reading aloud increases phonological awareness; Phonics taught while reading emphasizes phonics as part of the reading process. ÿ Reading aloud enhances listening skills when students are encouraged to listen actively. They learn to Attend to oral information Use good listening strategies Monitor comprehension Connect information from listening experience with prior knowledge. ÿ Reading aloud provides a knowledge base and enlarges vocabularies that students will use as prior learning, helping them to make sense of new learning when they are on their own. Building visual images, then storing those images by increasing opportunities to hear messages help students to retrieve those images when necessary. As they listen to stories, students use their imaginations to explore people, places, times and events beyond their own typical experiences. ÿ Reading aloud aids comprehension. Teachers adopt monitoring strategies that help students Think about the story, ask questions, extend learning Map the characters, demonstrate change and evaluate relationships Map the plot or events in the story, analyze story elements, such as setting, characters, problems, actions/consequences and resolutions Make predictions and interpretations Summarize and critique Reflect and evaluate Solve problems as a group. ÿ Reading aloud provides teachers with opportunities to share sophisticated ideas and themes from books that may be too difficult for students to read alone but not too difficult to understand. Reading aloud teaches the language of books, which differs from language heard in daily conversations, on television, and in the movies. Book language is more descriptive and uses more formal grammatical structures. ÿ Teachers read to highlight concepts in all disciplines, such as math, social studies, art, music. Please note that all of the Equipped for the Future Read With Understanding/Components of Performance are addressed in read-aloud activities. All the Best, Meta Potts, Moderator 4-EFF List
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