BY:

MAHFUZAH
ELINA
AYUNI
Instructors want to produce students who, even if they
do not have complete control of the grammar or an
extensive lexicon, can fend for themselves in
communication situations.
In the case of reading, this means producing students
who can use reading strategies to maximize their
comprehension of text, identify relevant and non-
relevant information, and tolerate less than word-by-
word comprehension.
WHY READING ALOUD?
Preview the book.
Prepare a comfy and roomy read-aloud area.
Introduce the book.
Give it all you've got! Dramatic and fun sound effects, hand motions,
facial expressions, and changes in tone invite children to become a part of
the story with you.
Involve your listeners. Give children a line to repeat, a hand motion, or a
sound effect that they can add at the appropriate time.
Help children "see" the story.
Invite children to use their senses.
Develop ways to respond to questions.
Take time for discussion. Children love to talk about a book you've just
read. Use creative questions to encourage in-depth thinking and
discussion.
Read-alouds enable teachers to offer texts with more challenging
concepts and/or language than students can read independently.

The read-aloud strategy helps English-language learners develop
new vocabulary and syntactic awareness.

Reading aloud builds good reading habits. It stimulates
imaginations and emotions; models good reading processes;
exposes students to a range of literature; enriches vocabularies
and rhetorical sensitivity; elucidates difficult texts; helps to
distinguish different genres; supports independent reading; and
encourages a lifelong enjoyment of reading.

Read-alouds show students how to question, visualize, and make
predictions while they read.