How it works: As students read assigned texts, they can support each other through partner reading and read-aloud. Students read the texts in cooperation with partners or larger groups. Depending upon the situation, they may participate in “popcorn” reading or other forms of whole-class read-aloud in which students take turns reading selections from the text.
Supporting English Language Learners: Reading texts with support helps English Language Learners to practice reading with the assistance of classmates. If students work with peers who speak the same home languages, classmates can assist by translating unfamiliar words. As Lopes-Murphy (2012) notes, “Students whose language proficiency limits their access to content in English may benefit from having important explanations done in their native language” (p. 228). Encouraging students to communicate in their native languages increases overall content mastery. If working with native English speakers, English Language Learners benefit from pronunciation support, definitions for unfamiliar words, and background knowledge that the text may take for granted. How it addresses Universal Design for Learning: Read-aloud promotes multiple means of representation by allowing students to learn through text, audio, and the support of peers. It also encourages checkpoint 8.3 by fostering collaboration. Students recognize that they are not alone in their learning and support each other so that all master the content. In addition to benefiting English Language Learners, partner reading and read-aloud helps students who struggle with reading for a variety of reasons (specific learning disabilities, etc.), those who have visual impairments but lack access to audio forms of the text, and all students who gain through the motivation of interacting with peers and exposure to different perspectives. Since all students gain through the strategy, teachers can easily present the option without making it an explicit modification for select students. |
Example of Use in Context: As I assign a text in my class, I try to encourage an environment through which students know that they are welcome to read and work with partners. This requires a shift from traditional expectations of silent reading to offering locations where students may read aloud without distracting classmates who prefer quieter environments. In the future, I may consider establishing “read-aloud” places in the corners of my classroom and even, as appropriate, place a table in the hallway to encourage students to take this option seriously when asked to read during class. I may also assign group read-aloud for texts that I know to be particularly challenging to students.
Practical Information: Partner reading and read-aloud allow students to hear texts and receive feedback without the costs of text-to-speech and similar technologies. The only major requirement is that all students need copies of the text so that they may read silently with speakers. |