In this study, the authors explore teachers’ beliefs, understandings, and practices related to read alouds through surveys collected in 2015 (86) and 2020 (43). The participants ranged from teachers in early childhood to secondary classrooms. The authors focused on the participating teachers’ purposes for conducting read alouds, types of texts used, preparation, and instructional practices related to rea alouds. The authors analyzed the data in two rounds. They began by comparing the data from 2015 and 2020. In the second round, they analyzed the data along two dimensions: thoughtfulness and valuing of student participation. The authors found similarities between the 2015 and 2020 data, but considerable variation between the way many of the teachers approached read alouds in their classrooms.
DeJulio, Samuel; Martinez, Miriam; Harmon, Janis; Wilburn, Marcy; and Stavinoha, Megan
"Read Aloud Across Grade Levels: A Closer Look,"
Literacy Practice and Research: Vol. 47:
2, Article 6.
Available at: https://digitalcommons.fiu.edu/lpr/vol47/iss2/6