Research+for+Read+Alouds

**** __Research__ ****  **Research on read alouds, in Great Britian, shows that children that are read to frequently led to "improvement in language expression" and understood the components** **of narrative reading such as word structure and function** (__ [|Fisher 2011] __). One researcher went so far as to say that read alouds allow for students to express themselves, make connections with others and make sense of the world around them (__ [|Fisher 2011] __).  Research has shown that read alouds affect vocabulary development for 3-6 yr. olds (__ [|McGee & Schickedanz 2011] __). It has also shown that preschoolers make gains in language even when the story is a short one (__ [|McGee & Schickedanz 2011] __). Researchers have, however, found a negative correlation between the amount of time teachers spend reading to Kindergarteners and their decoding skills (__ [|McGee & Schickedanz 2011] __). This isn't the entire story; what researchers have found is that the way a book or story is shared with the students is what matters most (__ [|McGee & Schickedanz 2011] __). **Research also shows that merely discussing the text is not enough to make headway in a child's education but to have them discuss the piece analytically leads to ultimate gains in vocabulary development** **and comprehension** (__ [|McGee & Schickedanz 2011] __). Research in this article, also discusses how you should invite children of preschool and Kindergartener's ages to retell the story or use drama to retell the story (__ [|McGee & Schickedanz 2011] __). Children should also have other books read to them with regard to the same type of genre that the story was a part of or the exact same topic and to play or act out the characters found within these books (__ [|McGee & Schickedanz 2011] __).

__**Using Alphaboxes with Read-Alouds**__  Classroom teachers and researchers think that one should use extension activities in read-alouds (__ [|Morrison & Wlodarczyk] __ 2011). Alphaboxes use a box for each alphabet letter that can be used to ask questions, answer questions, and it allows children to move from recalling the events of the book to discussing unfamiliar vocabulary words that the children can put in the alphaboxes (__ [|Morrison & Wlodarczyk] __ 2011).