How to Use Repeated Interactive Read-Alouds for Pre-K Literacy

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In this post, we will introduce the technique of Repeated Interactive Read-Alouds, or Repeated Storybook Readings, and how to use this powerful tool to increase children’s literacy skills through Story Time.

Read It to Me One More Time!

Have you ever had a child ask you to read a certain book to them, over and over? Besides loving the characters and all the events in the story, there are other reasons why children love repetition, and how to leverage this enthusiasm to reach their language goals.

First of all, children love repetition for the satisfaction of knowing what’s going to happen next. They can predict the events, and there’s fun and a safety element in knowing that nothing scary is going to happen in the story.

Children are also more likely to remember new vocabulary presented in the book, when read several times. Young children take longer to encode information in their brain than older children do, and the young children are more likely to forget it, as well. That is why repeating the same story over and over again, helps to cement this new information in their growing brains to remember it permanently.

Let’s look more deeply at this process of the Repeated Interactive Read-Aloud. Simply rereading the same book has some benefits, but the learning is multiplied when a teacher or parent uses this systematic method of reading a story aloud, repeatedly while intervening at the appropriate spots to help reinforce these new learnings.

What is a Repeated Interactive Read-Aloud?

A repeated interactive read-aloud, or repeated storybook reading, is a teaching strategy where a teacher or parent reads a book multiple times to a group of young children, while actively engaging them in discussions and activities related to the story. The main objectives of repeated interactive read-alouds are to build vocabulary, improve comprehension, and foster a love for reading in young children.

Benefits of Repeated Readings

One of the key benefits of repeated interactive read-alouds is that they provide children with multiple exposures to the same text, which helps them to better understand and remember the story. By engaging in discussions and activities related to the book, children are able to make connections between the story and their own lives, which deepens their comprehension and critical thinking skills.

Additionally, repeated interactive read-alouds help to build children’s vocabulary by exposing them to new words in context. When adults pause to define or discuss unfamiliar words during the reading, children are able to make connections and understand the meaning of the words more easily.

One study that examines the efficacy of repeated storybook reading as a method of teaching target words to children is The Effects of Repeated Shared Reading on the Early Literacy Development of Children with Developmental Delays: A Case Study by Kaderavek and Justice (2002).

In this study, the researchers investigated the impact of repeated shared reading on the early literacy development of children with developmental delays. The study focused on the use of sophisticated storybooks and the repetition of reading sessions to teach target words to the children. The researchers found that repeated shared reading led to significant gains in the children’s vocabulary and language skills, demonstrating the effectiveness of this method for teaching target words to young children.

Furthermore, repeated storybook readings can help to foster a love for reading in young children. By engaging them in discussions and activities related to the story, children develop a positive association with books and reading. This can lead to a lifelong love of reading and learning.

Sophisticated Storybooks

In a repeated interactive read-aloud, using a high-quality book, often referred to as a “sophisticated storybook,” is crucial for the success of the activity. A sophisticated storybook is a book that has complex characters, rich language, and a compelling plot. These books often have nuanced themes and are open to interpretation, allowing for deeper discussions and engagement with the text.

Sophisticated Storybooks vs. Predictable Children’s Books:

Sophisticated storybooks and predictable children’s books serve different purposes in early childhood education.

Sophisticated storybooks, such as “Where the Wild Things Are” by Maurice Sendak, “The Snowy Day” by Ezra Jack Keats, or “The Giving Tree” by Shel Silverstein, are characterized by complex characters, rich language, and intricate plots. These books often have deeper themes that encourage critical thinking and provide opportunities for discussions about character motivations, cause and effect, and moral lessons.

Predictable children’s books, like “Brown Bear, Brown Bear, What Do You See?” by Bill Martin Jr. and Eric Carle, “The Very Hungry Caterpillar” by Eric Carle, or “Goodnight Moon” by Margaret Wise Brown, are known for their repetitive and predictable text patterns. These books are valuable for young children as they help develop early literacy skills, such as recognizing patterns and making predictions. They are also useful for building vocabulary and language skills through repetition.

While both types of books have their merits, for repeated interactive read-alouds, sophisticated storybooks are preferred. This is because sophisticated storybooks offer more opportunities for rich discussions, critical thinking, and vocabulary development. The complex characters and nuanced themes in sophisticated storybooks provide a deeper and more engaging experience for children during repeated readings, making them ideal for interactive read-aloud sessions in pre-k classrooms.

Sophisticated storybooks are important for expanding children’s vocabulary as they often contain words and phrases that are not commonly used in everyday language. By exposing children to these new words in context, they are able to learn and understand their meaning more effectively.

Furthermore, sophisticated storybooks help children make inferences about characters’ motivations, learn to understand cause and effect, and develop critical thinking skills. The complex characters and intricate plotlines in these books provide opportunities for children to analyze and interpret the characters’ actions and motivations, as well as understand the consequences of their decisions. This encourages children to think critically and make connections between the story and their own experiences.

Using sophisticated story books in repeated interactive read-alouds not only enhances children’s language and literacy skills but also fosters a deeper understanding and appreciation for literature. It allows children to engage with complex ideas and themes, promoting a love for reading and learning. Therefore, the selection of high-quality, sophisticated storybooks is essential for the success of repeated interactive read-alouds in pre-k classrooms.

The First Interactive Read-Aloud

In the first interactive read-aloud, the main purpose is to introduce the story to the pre-k students and familiarize them with the characters, setting, and plot. The teacher or parent can prepare for this first reading by selecting a high-quality and engaging book that is appropriate for the children’s age and interests. It’s important to choose a book with rich language and vivid illustrations to capture the children’s attention.

During the first reading, the adult should read the story to the children in a lively and engaging manner, pausing occasionally to ask open-ended questions about the plot, characters, and setting. This encourages the children to make predictions, connections, and observations about the story. The adult can also point out and explain any unfamiliar vocabulary to help build the children’s understanding of the text.

The first read-aloud sets the stage for the subsequent readings by piquing the children’s interest in the story and laying the foundation for deeper exploration and understanding in the following interactive read-aloud sessions.

The Second Interactive Read-Aloud

In the second repeated storybook reading for young children, it is typically conducted 1 to 2 days after the first reading. This time gap allows the children to reflect on the story and for the teacher or parent to plan for the second reading.

The purpose of the second read-aloud is to review the story from the first reading, reinforce the understanding of the plot and characters, and highlight some of the vocabulary already used while also introducing and defining more words. Additionally, the second reading aims to explore character motivations more deeply, using “analytical talk” to model good critical reading techniques for the children. This involves engaging the children in discussions about the characters’ actions, feelings, and motivations, and encouraging them to think critically about the story.

During the second reading, the adult can pause at key points in the story to ask open-ended questions that prompt the children to think analytically about the characters’ decisions and the consequences of their actions. This helps children develop their critical thinking skills and deepens their understanding of the story. Additionally, the adult can highlight and define new vocabulary words, reinforcing the children’s understanding of language and expanding their vocabulary.

At the end of the reading, an explanation question can be used to prompt the children to reflect on the story and share their thoughts. For example, the adult might ask, “Why do you think the character made that choice?” or “What do you think will happen next?” This encourages the children to express their ideas and engage in further discussion about the story.

Overall, the second repeated interactive read-aloud provides an opportunity to delve deeper into the story, reinforce vocabulary, and encourage critical thinking and analysis, setting the stage for a more comprehensive understanding of the text.

The Third Repeated Interactive Read-Aloud

In the third repeated reading of a sophisticated storybook, the focus shifts to a guided reconstruction of the story. This process involves summarizing the steps of the story and encouraging children to actively participate in retelling and reconstructing the narrative.

1. Reviewing the Story: The adult begins by briefly reviewing the story from the previous readings. This serves as a reminder for the children and helps them recall the key events, characters, and themes of the book.

2. Engaging the Children: The adult then engages the children in a discussion about the story, prompting them to recall specific events, characters, and details. This encourages active participation and reinforces their understanding of the narrative.

3. Guided Retelling: The adult guides the children through a retelling of the story, breaking it down into key events and plot points. This can be done through a combination of open-ended questions and prompts to help the children recall and sequence the main events of the story.

4. Encouraging Participation: Throughout the guided reconstruction, the adult encourages the children to contribute to the retelling by asking questions, prompting them to describe specific scenes or characters, and guiding them to fill in details they may have forgotten.

5. Sequencing and Summarizing: The adult helps the children organize the events of the story in a logical sequence, summarizing the main plot points and key details. This process reinforces the children’s comprehension of the story and helps them develop narrative skills.

6. Reflecting on the Story: After the guided reconstruction, the children are encouraged to reflect on the story as a group, sharing their thoughts, feelings, and insights about the characters, events, and themes.

By guiding the children through a reconstruction of the story, the third repeated interactive read-aloud helps solidify their understanding of the narrative, enhances their comprehension and recall of the story, and promotes their ability to retell and sequence events. This approach also fosters critical thinking, language development, and a deeper connection to the text.

Tying it All Together

At the end of the third repeated storybook reading, it is time to summarize the main idea of the story and to transition the children’s attention to the next related activity. It is important to follow-up on the main idea by using it as the theme for all of the children’s learning centers.

For example, if the story was A Snowy Day by Ezra Jack Keats, you might put winter coats, mittens and hats in the dramatic play area. Children can pretend to play in the snow like Peter did.

In the sensory table, fill it up with cotton balls (“snow”) and hide small toys beneath them. Invite the children to use spoons to “dig in the snow” to find the toys.

In the art center, children can be given dark construction paper to be a dark night background and use snowflakes and winter-themed stickers to create a winter scene.

For parents and teachers of pre-k students, incorporating repeated interactive read-alouds into daily routines can be a fun and effective way to support children’s language and literacy development. By choosing high-quality, engaging books and actively engaging children in discussions and activities related to the story, adults can help children build important skills and a love for reading that will benefit them for years to come.

I hope this has encouraged you to learn more about how to further the language learning of the chldren in your care.

***Learn More***

To learn more about repeated interactive read-alouds and early childhood literacy instruction, visit Cox Campus, a free online resource for teachers and parents, dedicated to literacy for all children. Here you will find free video courses with certification, hundreds of free resources and support for opening the world of language to the little ones in your home or school.