The Read-Aloud Handbook by Jim Trelease
"There is one skill that matters above all others, because it is the prime predictor of school success or failure: the child’s vocabulary upon entering school."
"There are really only two efficient ways to get words into a person's brain: either through the eye or through the ear. Since it'll be years before the eye is used for reading, the best source for ideas and brain building in a young child becomes the ear. What we send into that ear becomes the "sound" foundation for the rest of the child's 'brain house.' Those meaningful sounds in the ear now will help the child make sense of the words coming in through the eye later when learning to read."
Trelease, J. (2006). The Read-aloud handbook: Sixth edition. New York, NY: Penguin Books.
"There are really only two efficient ways to get words into a person's brain: either through the eye or through the ear. Since it'll be years before the eye is used for reading, the best source for ideas and brain building in a young child becomes the ear. What we send into that ear becomes the "sound" foundation for the rest of the child's 'brain house.' Those meaningful sounds in the ear now will help the child make sense of the words coming in through the eye later when learning to read."
Trelease, J. (2006). The Read-aloud handbook: Sixth edition. New York, NY: Penguin Books.
Free brochures from Jim Trelease on reading aloud
Why Read Aloud to Children?
We read aloud to children for the same reasons we talk with them: to reassure; entertain; bond; inform; arouse curiosity; and inspire. But reading aloud goes further than conversation when it:
We read aloud to children for the same reasons we talk with them: to reassure; entertain; bond; inform; arouse curiosity; and inspire. But reading aloud goes further than conversation when it:
- Conditions the child to associate reading with pleasure;
- Creates background knowledge;
- Builds 'book' vocabulary;
- Provides a reading role model
Thirty Do's To Remember When Reading Aloud
1. Begin reading to children as soon as possible. The younger you start them, the eas- ier and better it is.
2. With infants through toddlers, it’s important to include books that contain repetitions; as they mature, add predictable and rhyming books.
3. During repeat readings of a predictable book, occasionally stop at a key phrase and allow the child to provide the words.
1. Begin reading to children as soon as possible. The younger you start them, the eas- ier and better it is.
2. With infants through toddlers, it’s important to include books that contain repetitions; as they mature, add predictable and rhyming books.
3. During repeat readings of a predictable book, occasionally stop at a key phrase and allow the child to provide the words.
Seek permission from Jim Trelease on printing many other free brochures.