Explains the importance of reading aloud to children, offers guidance on how to set up a read-aloud atmosphere in the home or classroom, and recommends titles to select.

Discover practical strategies to make reading aloud a meaningful family ritual. The stories we read--and the conversations we have about them--help shape family traditions, create lifelong memories, and become part of our legacy. Reading aloud not only has the power to change a family--it has the power to change the world. But we all know that connecting deeply with our families can be difficult in our busy, technology-driven society. Reading aloud is one of the best ways to be fully present with our children, even after they can read themselves, but it isn't always easy to do. Discover how to: Prepare your kids for academic success through reading to them Develop empathy and compassion in your kids through books Find time to read aloud in the midst of school, sports, and dinner dishes Choose books across a variety of sibling interests and ages Make reading aloud the best part of your family's day The Read-Aloud Family also offers age-appropriate book lists from infancy through adolescence. From a toddler's wonder to a teenager's resistance, you will find the inspiration you need to start a read-aloud movement in your own home.

Includes the following information: Classroom vignettes that demonstrate how read-aloud conversations are teachable moments, Suggestions for choosing books, Examples of teaching strategies that work especially well during read-alouds, and Discussion of the role of evaluation and assessment in read-aloud.

As accountability measures for schools and teachers continue to grow, instructional practice is under the microscope. The practice of reading aloud to children may be viewed by some educators as an extra bit of fluff used solely for the purposes of enjoyment or filling a few spare minutes,but researchers and practitioners stand in solidarity: the practice of reading aloud throughout the grades is not only viable but also best practice.In Defense of Read-Aloud: Sustaining Best Practices, author Steven Layne reinforces readers' confidence to continue the practice of reading aloud and presents the research base to defend the practice in grades K12. Layne also offers significant practical insights to strengthen instructional practice-;answering the questions of Why should we?- and How should we? and provides practical advice about how to use read-alouds most effectively.Leading researchers in the field of literacy provide position statements, authors of professional books share insights on books they have loved, leaders of the largest literacy organizations in the United States write about their favorite read-alouds, award-winning authors of children's and young adult book (Katherine Paterson, Andrew Clements, Lois Lowry, to name a few) share the powerful behind-the-scenes stories of their greatest books, and real classroom teachers and librarians speak about books that have lit up- their classrooms and libraries around the world.Last but not least,In Defense of Read-Aloud features many great recommendations of books to share with children.Read-aloud is an essential practice in teaching literacy in grades K -12. In this book, Steven Layne has provided everything needed to support, sustain, and celebrate the power of read-aloud.

This book provides the first volume focused on distinguishing psychological interview methods for probing distinct forms of student cognition for assessment purposes: student problem solving versus student comprehension and understanding of the subject matter at hand.

For decades, human cognition involved in reading aloud and speech production has been investigated extensively (a quote search of the two in google scholar produces about 83,000 and 255,000 results, respectively). This large amount of research has produced quite detailed descriptions of the cognitive mechanisms that allow people to speak or to read aloud a word. However, despite the fact that reading aloud and speech production share some processes – generation of phonology and preparation of a motor speech response – the research in this two areas seems to have taken parallel and independent tracks, with almost no contact between the two. The present Research Topic takes an initial step towards building a bridge that will link the two research areas, as we believe that such an endeavour is essential for moving forward in our understanding of how the mind/brain processes words. To this aim, we encourage contributions exploring the relation between speech production and reading aloud. The questions the Research Topic should address include, but are not limited to, the following: To what extent are speech production and word reading/reading aloud similar? Are there some shared components and/or mechanisms between the two process? Is the time course of the (supposed) shared mechanisms activation similar in the two processes? How does the different input (conceptual vs. orthographic) interact with the types of information that reading and speaking share (semantic and phonological knowledge, articulatory codes)? How does a difference in the input affect the (supposed) common stages of processing (i.e., phonological encoding, and articulatory planning and execution)? We welcome any kind of contribution (e.g., original research article, review, opinion) that answers the above or other questions related to the Topic.