Constructing Identities Through Literacy: Channeling the Power of Interactive Read-alouds in the Elementary Classroom

Authors

Katie Lewis, Berkley School DistrictFollow

Abstract

This article explores the often-overlooked potential of interactive read-alouds as a conduit for identity exploration in the elementary classroom. While read-alouds are commonly used to support comprehension and vocabulary acquisition, they can also serve as powerful tools for helping students construct and explore their identities—when implemented with intentionality. Drawing on practical classroom strategies—including rehearsing academic conversations, intentionally introducing unfamiliar vocabulary, and creating a safe, non-judgmental space—this article illustrates how read-alouds can foster both language growth and self-understanding. Designed for elementary educators, the piece encourages teachers to view read-alouds not just as literacy instruction, but as opportunities to empower young learners to find their voice and see themselves reflected in language.

Author Bio

Katie Lewis, Ed. S. is an Elementary Literacy Coach for Berkley School District in Oakland County. She is interested in centering teacher and student agency and in advocating for equitable frameworks for teachers and students. She can be reached at katie.lewis@berkleyschools.org.

Recommended Citation

Lewis, Katie (2025) "Constructing Identities Through Literacy: Channeling the Power of Interactive Read-alouds in the Elementary Classroom," Michigan Reading Journal: Vol. 58: Iss. 1, Article 11.
Available at: https://scholarworks.gvsu.edu/mrj/vol58/iss1/11