Abstract
Read-alouds play an important role in young children’s literacy development. Teacher education programs include read-alouds as part of balanced literacy instruction and many preservice teachers are required to read aloud to others in their teacher education programs. There are many excellent resources teacher educators may use to help preservice teachers learn read-aloud strategies and techniques, but few of these resources focus on reading expression. Teacher educators may struggle to address the needs of those preservice teachers who have not developed good expressive reading skills; however, all preservice teachers can become better expressive readers with the necessary instruction and support. This article outlines strategies taken from the fields of drama, oral interpretation, and storytelling that teacher educators can implement to improve the expressive quality of preservice teacher read-alouds. These strategies focus on structuring read-aloud assignments for success; using contrasts through improved enunciation, changes to pitch and volume, and varying pace and pauses to increase variety; considering the visual elements of read-alouds; and applying effective practice techniques. A sample rubric as well as other resources that teacher educators may use to help improve the expressive quality of preservice teacher read-alouds is included.
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Kerry-Moran, K.J. Improving Preservice Teachers’ Expression in Read-Alouds. Early Childhood Educ J 44, 661–670 (2016). https://doi.org/10.1007/s10643-015-0742-1
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DOI: https://doi.org/10.1007/s10643-015-0742-1