Subject: Re: a child reading out loud.
Thanks in advance for your time and helping a little child!
My daughter's school teacher stated that even though she is very behind
in her reading that we should not have her read out loud. I would think that we
need to have her read out loud in order to have her advance with her reading.
Is this correct or is the teacher missing it? My opinion is that we need
to have her read out loud in order to help her advance in the reading
skill!Please let me know what studies have shown. Thanks.
and the teacher are correct.
is correct in suggesting that READING OUT LOUD should NEVER take place while
the child, especially a very young child, is attempting to READ FOR THE VERY
FIRST time some text. The child, naturally, is busy trying to pay
attention to the symbols (letters) on the page, their combinations, and the
relationships of SOME of the symbols to sounds in the child's speech. AT
this time, the child is very busy DECODING, deciphering, breaking the visual
code that, so imperfectly, attempts to represent sounds in the child's
language. The child may also be paying attention to other visual cues --
pictures, drawing, depicted objects, etc. SO, at this time, WHEN THE CHILD
FOR THE VERY FIRST TIME attempts to "read" (actually just decode, decipher,
resolve the mysteries of sound-symbol relationships), at this very FIRST
TIME, NO CHILD should be asked to read out loud. Such reading will be very
broken, not smooth, with lots of pauses as the child thinks about OTHER cues
but NOT about understanding the story, etc.
An adult or
a proficient young reader, VERY FAMILIAR WITH THE WORDS and THE STORY line,
should be reading FOR the first-time reader of the text. The adult or
proficient reader (or a tape recorded or CD version of the text) should read
OUT LOUD the second, third, fourth time UNTIL the child can read along, with
ease, with appropriate intonation, and showing that the child can instantly
decode about 95% of the words in the text.
should a child read out loud???
CHILD NO LONGER "decodes," but rather, instantly recognizes and pronounces
("reads") with total fluency, appropriate intonation, normal rhythm,
feelings, and with total ease of reading!!! Now, as the child "reads"
fluently OUT LOUD, the child's reading skills will be improved. So, have
the child read OUT LOUD easier reading selections, what the child "decoded"
months ago and can read NOW with such ease that it sounds JUST LIKE
I hope this
There is a
place for reading "along," and another very different place for reading
"ALOUD." Even in my upper grade classes, I NEVER ask my almost grown
students to read aloud THE VERY FIRST TIME we encounter NEW text. That is
my job, or the job of a tape or CD recording. At this time, even my very
tall and very well-developed students read ALONG with me --they read
silently while I read to them, with my students following along the text
read by me, a tape or a CD. Now, AFTER they have heard and seen every word
in the text, they understand the meaning and they have heard the proper
pronunciation, intonation, rhythm of the selected text, then, for homework,
I ask them to read out loud and answer questions or do other types or
written work to show comprehension. Parents write verification notes to me
indicating they HEARD their students reading out loud. Actually, many
parents HEAR their students reading aloud and ENJOY the reading
sending me a GREAT QUESTION!
For more in-depth information, classroom demonstrations, and
"coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK
- Training VIDEOS on the following topic:
1. Cognitive - Academic Language and Vocabulary
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading
- Training programs relating to E.S.L. instruction:
Web Site Programs for Teachers: Numbers 1, 5,
7, 8, and 9.
Web Site Programs for Paraprofessionals:
Web Site Programs for New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)
- Question-&-Answer Technical Assistance Service:
Write and e-mail any additional questions you
may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a
Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your
questions promptly and to your satisfaction.
For information and credentials please click on the link below or
CARMEN SANCHEZ SADEK, Ph.D.
Educational Consultant, Program Evaluator
National Board for Professional Teaching
Standards, Certification (12/2006)
3113 Malcolm Avenue, Los Angeles, California 90034-3406
Phone and Fax: (310) 474-5605