Variation and Consistency in Interactive Read-Aloud Style Across Age Groups
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2000
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Swarthmore College. Dept. of Linguistics
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Thesis (B.A.)
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en_US
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Full copyright to this work is retained by the student author. It may only be used for non-commercial, research, and educational purposes. All other uses are restricted.
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Abstract
Reading aloud to children is about much more than the text at hand. Reading aloud to
children is about text and about interaction. When a parent sits down to read with a child or a
teacher calls together a class full of kids to share a story, he or she also shares knowledge about
what it means to be literate, shares attitudes about books, and shares skills and strategies for
reading. Read-alouds are learning situations even if direct instruction is not involved. The
lessons children learn from session to session, of course, vary to a wide extent, due in part to
differences in the reader's own interactive style. Individuals are thought to have unique and
consistent read-aloud styles which may be somewhat dependent on culture, social class, and
literacy level. Style may also be related in part to the age of the child or children involved. Since
adult reading style has the potential to affect a child's future engagement with literacy and
schooling, it seems particularly important to understand style thoroughly. This study aims to
examine the variations and consistencies in a teacher's individual read-aloud style as she interacts
with groups of children from different age cohorts.