Making the Very Most of Classroom Read‐Alouds to Promote Comprehension and Vocabulary

Abstract

Integrating comprehension and vocabulary instruction in read‐alouds can help teachers make the very most of class time. The curriculum described illustrates how read‐alouds, when implemented with strategic purpose, can boost learners' vocabulary knowledge and reading comprehension. Specifically, the author presents guidelines for: selecting texts to encourage “text‐to‐text” and “text‐to‐self” connections selecting target vocabulary words promoting text‐based discussions incorporating comprehension instruction before, during, and after the reading process

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