A study of teacher solicitations and student responses during read-alouds with kindergarten, first grade, and second grade students

Abstract

Read-alouds can be very useful in the classroom to assist students in gaining knowledge and improving reading skills. Educational research documents that there is a link between reading aloud to children and successful beginning reading experiences. Furthermore, the reading research community has established a link between listening comprehension and reading comprehension. However, the value of “talk” or interaction prompted by read-alouds is an area in need of investigation given, what we know about emergent literacy instruction in the context of school reform mandates. The purpose of this investigation was to provide a baseline description of the nature of reading instruction with regard to teachers’ solicitation practices and congruence of student responses as these interactions occur during read-alouds with Kindergarten, first, and second grade students. The significance of this study was to advance the knowledge base of the nature of read-alouds within the context of teacher solicitations and student responses accounting for the value of interaction in the classroom as a means to enhance the literary experience.