Title: Summary of resources on reading aloud to elementary students
Date: February 2016
Question:
Is there any research on the efficacy of reading aloud to
elementary students in terms of building reading achievement?
Response:
We have prepared the following memo with references on the relationship between reading aloud
to elementary students and their reading achievement. Citations include a link to a free online
version, when available. All citations are accompanied by an abstract, excerpt, or summary written
by the author or publisher of the document. We have not done an evaluation of the methodological
rigor of these resources, but provide them for your information only.
References
Cummins, S., & Stallmeyer-Gerard, C. (2011). Teaching for synthesis of informational texts with
read-alouds. Reading Teacher, 64(6), 394–405. Retrieved on February 16, 2016, from
https://ho.glenview34.org/howww/Teams/LRC/psmeltekop/Close_Reading_files/Synthesi
s%20in%20Close%20Reading.pdf
Abstract: The purpose of this article is to describe the assessment-driven instruction that facilitated
third graders’ increased understanding of informational texts, as revealed in their written
responses to texts during one school year. The key instructional practices included making
transparent for students what it means to synthesize, engaging students in interactive read-alouds,
assessing students’ written responses regularly, and using what was learned from the assessments
to develop think-aloud mini lessons. The article includes analysis of students’ written responses
throughout the school year. The authors reveal how the majority of the students grew in their
ability to synthesize the ideas relevant to the overall meaning of the text and to develop their
thinking using details from the text.
Hall, K. W., & Williams, L. M. (2010). First-grade teachers reading aloud Caldecott award-winning
books to diverse 1st-graders in urban classrooms. Journal of Research in Childhood
Education, 24(4), 298–314. Retrieved on February 12, 2016, from
http://www.acei.org/sites/default/files/stories/stories/research-round-up/Hall.pdf
Abstract: Five 1st-grade teachers read aloud two Caldecott Award-winning picture books to their
classrooms of diverse, urban students. In this two-phase study, researchers analyzed teachers’
transcripts for common elements, interviewed 1st-graders and focused on one teacher’s read-aloud
events while comparing them with her students’ responses. Findings included a list of common
descriptors for the five teachers’ read-aloud events. The students enjoyed the read-aloud events
and were able to retell the stories, although the focus teacher used a number of strategies that raise
questions regarding assumptions about accepted practices for read-alouds. The findings support
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that children from socioeconomically disadvantaged backgrounds who are considered at risk for
reading difficulties can enjoy and comprehend sophisticated picture books in whole-class settings.
More research is needed to determine how teachers reading aloud to their classes can best foster
enjoyment and comprehension.
Heisey, N., & Kucan, L. (2010). Introducing science concepts to primary students through readalouds: Interactions and multiple texts make the difference. Reading Teacher, 63(8), 666–
676. Retrieved on February 12, 2016, from
http://www.readingrockets.org/article/introducing-science-concepts-primary-studentsthrough-read-alouds-interactions-and-multiple
Abstract: First- and second-grade students in two intact multiage classrooms were engaged in three
read-aloud sessions with thematically related trade books, each portraying a scientist involved in
authentic investigation. One group engaged in discussion of text ideas during reading, whereas the
other group engaged in discussion only at the conclusion of the read-alouds. Students in the duringreading group demonstrated greater gain scores from pretest to posttest. This suggests that the
cumulative effect of exposing students to multiple texts focusing on the work of scientists did affect
students’ comprehension, and cuing students to important ideas and encouraging text-to-text
connections during reading was more beneficial than engaging students in similar discussion after
reading.
Hintz, A., & Smith, A. T. (2013). Mathematizing read-alouds in three easy steps. Reading Teacher,
67(2), 103–108.
Abstract: Discussing and exploring concepts is an important element of literacy and mathematics
instruction in elementary classrooms. Read-alouds provide an opportunity for teachers to engage
students in meaningful discussion. This article describes a quick three-step process for
mathematizing books, that is, weaving together read-alouds, discussion, and mathematics in order
to maximize student learning using a variety of literary and informational texts. A planning sheet,
list of example books, and samples of student work are included.
Kindle, K. J. (2009). Vocabulary development during read-alouds: Primary practices. Reading
Teacher, 63(3), 202–211. Retrieved on February 16, 2016, from
http://www.readingrockets.org/article/vocabulary-development-during-read-aloudsprimary-practices
Abstract: Reading aloud is a common practice in primary classrooms and is viewed as an important
vehicle for vocabulary development. Research indicates that interactive read-aloud styles and adult
mediation of word learning are effective in enhancing word learning, but less is known about the
actual practices of primary teachers. Read-alouds are complex instructional interactions in which
teachers choose texts, identify words for instruction, and select the appropriate strategies to
facilitate word learning. This study explored the complexities by examining the read-aloud
practices of four primary teachers through observations and interviews. Three levels of vocabulary
development and nine different instructional strategies were evident in the data. Variations in
practice were related to pedagogical beliefs, grade level, and pragmatic issues of time.
Recommendations for practice are discussed.
Kraemer, L., McCabe, P., & Sinatra, R. (2012). The effects of read-alouds of expository text on first
graders’ listening comprehension and book choice. Literacy Research and Instruction, 51(2),
165–178.
Abstract: The researchers investigated the effects of listening to expository text on the listening
comprehension and book choice of 77 first-grade students. Two intact classes of experimental
children heard expository read-alouds over four weeks while two intact classes of 40 controls
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received no intervention and followed their teacher’s normal read-aloud schedule. Results
indicated that both groups significantly preferred expository text compared to narrative before as
well as after the intervention even though participants in the control groups heard narration almost
exclusively during routine classroom read-alouds. Additionally, a MANOVA revealed a significant
increase in expository listening comprehension of the experimental groups although they scored
significantly higher on narration during pretesting. This suggests that exposure to expository texts
in the early grades helps prepare young children for the informational, expository reading required
in later grades.
Morrison, V., & Wlodarczyk, L. (2009). Revisiting read-aloud: Instructional strategies that
encourage students’ engagement with texts. Reading Teacher, 63(2), 110–118. Retrieved on
February 12, 2016, from http://www.readingrockets.org/article/revisiting-read-aloudinstructional-strategies-encourage-students-engagement-text
Abstract: This article discusses the importance of comprehension strategy instruction in the early
grades. It explains how one teacher integrated Alphaboxes, making connections, and the discussion
web as part of her read aloud instructional practice. The article argues that, through careful
planning, higher order thinking strategies can be modified for young students.
Oliveira, A. W. (2015). Reading engagement in science: Elementary students’ read-aloud
experiences. International Journal of Environmental and Science Education, 10(3), 429–451.
Retrieved on February 16, 2016, from http://files.eric.ed.gov/fulltext/EJ1069263.pdf
Abstract: This study examines student reading engagement with children’s science books in
elementary classrooms. “Reading engagement” in science is conceived in terms of a TransmissionTransaction continuum. When centered on transmission, science reading entails passive reception
of a textually encoded scientific message. By contrast, when science reading is transaction-centered,
teachers and students actively engage in the negotiation of scientific meanings that transcend the
text itself. Examination of reading engagement relied on a discourse-centered method whose
analytical goal was to uncover and better understand meaning-making around textual artifacts.
More specifically, it took the form of a discourse analysis across three science read-alouds. While
meaning-making in one aloud reading was predominantly centered on transmission, the other two
read-alouds were characterized by increasing levels of transaction. Further, adoption of
transmissive or transactional strategies was consistent with how teachers perceived reading in the
context of science instruction. This study underscores the multiplicity of ways that reading can be
conceived by science teachers and approached in elementary classroom settings. It is suggested
that a more sophisticated understanding of how to systematically engage young students with
science texts can help elementary teachers effectively integrate reading with science instruction,
meet literacy requirements of current science education policies, and recognize that science
reading transcends passive reception of facts.
Santoro, L. E., Chard, D. J., Howard, L., & Baker, S. K. (2008). Making the “very” most of classroom
read-alouds to promote comprehension and vocabulary. Reading Teacher, 61(5), 396–408.
Retrieved on February 12, 2016, from
http://www.doe.virginia.gov/support/school_improvement/training/improv_vocab_devel/
making_most_read_alouds.pdf
Abstract: Integrating comprehension and vocabulary instruction in read-alouds can help teachers
make the very most of class time. The curriculum described illustrates how read-alouds, when
implemented with strategic purpose, can boost learners’ vocabulary knowledge and reading
comprehension. Specifically, the author presents guidelines for: (1) selecting texts to encourage
“text-to-text” and “text-to-self” connections; (2) selecting target vocabulary words; (3) promoting
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text-based discussions; and (4) incorporating comprehension instruction before, during, and after
the reading process.
Sharpe, W. (2013). Reading aloud – Is it worth it? Colchester, CT: Education World. Retrieved on
February 12, 2016, from http://www.educationworld.com/a_curr/curr213.shtml
Abstract: Why do teachers read aloud to their students? Are the benefits of reading aloud worth the
time? Many teachers believe reading aloud enhances classroom instruction and improves academic
achievement—and recent research supports their belief. Included: Jim Trelease, author of The
Read-Aloud Handbook, talks with Education World about the value of reading aloud!
Suggate, S. P., Lenhard, W., Neudecker, E., & Schneider, W. (2013). Incidental vocabulary acquisition
from stories: Second and fourth graders learn more from listening than reading. First
Language, 33(6), 551–571.
Abstract: Both reading and language experiences contribute to vocabulary development, but
questions remain as to what effect each has and when. This article investigates the effects that
reading, telling and sharing a story have on vocabulary acquisition. Children (N = 37) were told nine
stories in a randomized, single-blind and counterbalanced 2 × 3 mixed design. The betweensubjects variable was grade (2 vs 4) and the within-subjects factor was the story condition, being
either read (adult read aloud) or told (free story telling) to the children, or read silently by the
children (independent reading). Each story contained two rare target words that were unlikely to
have been previously known to the children. Measures of receptive vocabulary, decoding, reading
comprehension and target vocabulary acquisition from the story were also administered. Children
in grade 4 performed better on the vocabulary acquisition test and there was a main effect for story
condition; children learnt the least number of words when reading the stories independently and
the most from the free story telling condition. Implications for vocabulary learning and the
importance of oral language exposure—even for established readers in primary school—are
discussed.
Toth, A. (2013). Not just for after lunch: Accelerating vocabulary growth during read-aloud. Reading
Teacher, 67(3), 203–207.
Abstract: This Teaching Tip is based on a vocabulary study conducted at Thetford Elementary in
Thetford, Vermont. It explores the positive effects of utilizing paired conversational response and
teaching of associative connections within read aloud. Teachers who scaffold student
understanding during read aloud using the Four C’s: compare and contrast vocabulary, make
connections to what is known, and use context to fill in meaning for unknown words, will see the
greatest gains in their students.
Zucker, T. A., Ward, A. E., & Justice, L. M. (2009). Print-referencing during read-alouds: A technique
for increasing emergent readers’ print knowledge. Reading Teacher, 63(1), 62–72. Retrieved
on February 12, 2016, from http://ici-bostonready-pd-20092010.wikispaces.umb.edu/file/view/Print+Referencing+During+Read+Alouds.pdf
Abstract: This article describes how educators can readily increase emergent readers’ print
knowledge by using an evidence-based technique called print referencing to ensure that classroom
read-alouds include not only a comprehension focus, but also a complementary focus on print. Print
referencing was recently described in The Reading Teacher as an important approach to reading
aloud. This claim is well supported; nonetheless, research makes a stronger contribution to
evidence-based practice when findings are put in a “useable” form & translated for end users. In
this article, the authors provide explicit guidance on translating use of print referencing to the
classroom environment by defining print referencing, outlining evidence on the efficacy of print
referencing, & providing suggestions for educators to successfully implement print referencing.
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Relevant organizations to consult
Achieve the Core, Read Aloud Project (RAP)
http://achievethecore.org/author/86/read-aloud-project
From the website: Over 100 K–2 teachers are working collaboratively to develop this growing
library lessons, following deep training on the Common Core by Student Achievement Partners.
Each lesson has been authored, edited, and reviewed by a team of teachers.
Reading Aloud America (RAA)
http://www.readaloudamerica.org
From the website: Founded in Hawaii in 1995 by Jed Gaines, Read Aloud America is a nonprofit
organization that promotes literacy, encourages a love of reading in adults and children, and
increases children’s prospects for success in school and life. RAA is an innovative family program
that brings parents and children together for six sessions during one school semester and motivates
them to read. The program is conducted at host schools which provide meeting space, volunteers,
and logistical support. The host schools pay a small fee with smaller grants and contributions from
local businesses and individual supporters. Read Aloud America’s RAP program is the largest and
most effective family literacy program in America!
Reading Rockets, Reading Aloud
http://www.readingrockets.org/reading-topics/reading-aloud
From the website: Reading aloud is one of the most important things parents and teachers can do
with children. Reading aloud builds many important foundational skills, introduces vocabulary,
provides a model of fluent, expressive reading, and helps children recognize what reading for
pleasure is all about…… Reading Rockets is a national multimedia literacy initiative offering
information and resources on how young kids learn to read, why so many struggle, and how caring
adults can help. We bring the best research-based strategies to teachers, parents, administrators,
librarians, childcare providers, and anyone else involved in helping a young child become a strong,
confident reader.
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Methods
Keywords and Search Strings Used in the Search
(“Reading aloud” OR “read aloud” OR “read-alouds”) AND (“elementary school”) AND (“efficacy” OR
“reading achievement”)
Search of Databases
EBSCO Host, ERIC, PsychInfo, PsychArticle, Google, and Google Scholar
Criteria for Inclusion
When REL West staff review resources, they consider—among other things—four factors:
 Date of the Publication: The most current information is included, except in the case of
nationally known seminal resources.
 Source and Funder of the Report/Study/Brief/Article: Priority is given to IES, nationally
funded, and certain other vetted sources known for strict attention to research protocols.
 Methodology: Sources include randomized controlled trial studies, surveys, self-assessments,
literature reviews, and policy briefs. Priority for inclusion generally is given to randomized
controlled trial study findings, but the reader should note at least the following factors when
basing decisions on these resources: numbers of participants (Just a few? Thousands?);
selection (Did the participants volunteer for the study or were they chosen?); representation
(Were findings generalized from a homogeneous or a diverse pool of participants? Was the
study sample representative of the population as a whole?).
 Existing Knowledge Base: Although we strive to include vetted resources, there are times
when the research base is limited or nonexistent. In these cases, we have included the best
resources we could find, which may include newspaper articles, interviews with content
specialists, organization websites, and other sources.
This memorandum is one in a series of quick-turnaround responses to specific questions posed by educators and
policymakers in the West Region (Arizona, California, Nevada, Utah), which is served by the Regional Educational
Laboratory West (REL West) at WestEd. This memorandum was prepared by REL West under a contract with the U.S.
Department of Education’s Institute of Education Sciences (IES), Contract ED-IES-12-C-0002, administered by WestEd. Its
content does not necessarily reflect the views or policies of IES or the U.S. Department of Education nor does mention of
trade names, commercial products, or organizations imply endorsement by the U.S. Government.
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WestEd — a national nonpartisan, nonprofit research, development, and service agency — works with education
and other communities to promote excellence, achieve equity, and improve learning for children, youth, and adults.
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REL West at WestEd • 730 Harrison Street • San Francisco, CA 94107 • 866.853.1831 • [email protected] • http://relwest.wested.org