The interactive read-aloud has long been a practice during early literacy instruction in schools and in homes. Reading aloud to children provides a platform for teachers or caregivers to model meaning-making interactions with text. Students are able to collaboratively engage in conversations to create a collective understanding of texts. Interactions during a read-aloud can foster engagement, create meaning, and promote vocabulary acquisition. This article examines current research that supports the use of interactive read alouds to engage learners in meaning-making processes and translates research and theory into practical recommendations for effective interactive read-alouds.
Helbig, Shaya and Piazza, Susan V.
"Let's Read a Story!: Collaborative Meaning Making, Student Engagement, and Vocabulary Building Through the Use of Interactive Read-Alouds,"
Michigan Reading Journal: Vol. 53:
1, Article 6.
Available at: https://scholarworks.gvsu.edu/mrj/vol53/iss1/6