I am well aware that students at my school are not reading at home and not being read to at home (Wilson, 2021, December, 20). More recently, I have become aware that class teachers are not reading aloud to students either even though this strategy can greatly increase personal reading volume and ability (Wilson, 2021, December 2 and; Ledger & Merger, 2018). Now I have the tools to increase read alouds in the classroom through curating annotated book lists that complement subject areas other than English. Time poor teachers can be convinced to incorporate read alouds because it can be used within a lesson. However, for the best chance of success, the people I really need to convince is the school executive (Fisher & Frey, 2018). Lysaught (2022, January 24) suggests that the best way to prove the value of reading aloud is to provide data from your own action research project, so that, is my where to next.
References
Fisher, D. & Frey, N. (2018). Raise reading volume through access, choice, discussion, and book talks. Reading Teacher, 72(1), 89-97. https://doi.org/10.1002/trtr.1691
Ledger, S. & Merga, M.K. (2018). Reading aloud: Children’s attitudes toward being read to at home and at school. Australian Journal of Teacher Education, 43(3), 124-139.
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