AIN SOFEA BINTI HASSAN

TESL 1


Answer the questions.
1) The read aloud process has enormous benefit to literacy learning. Read aloud is
an instructional practise where teachers, parents and caregivers read texts aloud
to children. The reader incorporates variations in pitch, tone, pace, volume,
courses, eye-contact, questions and comments to produce a fluent and enjoyable
delivery. Discuss the impact of reading aloud to young children.
Read aloud is when children listen to an adult read different types and
genres of texts (Franzese, 2002) and then engage in talking about the book.
Educationists have proposed the idea of reading aloud which promoted a lot of
advantages to the children especially those who have reading difficulties.
Reading aloud is recommended to be used in the classroom as a routine during
teaching and learning process due to its positive impact to the young learners.
First and foremost, reading aloud can introduce books and types of
literature, for instance poetry, short stories, folk tales and biography which
children might not discover on their own. Commonly, students just depend on the
textbooks solely because there are not various types of book provided in the
school. Thus, through the concept of reading aloud, teacher can explore many
types of books to read to the children and not just stick at one genre in a whole
year of schooling. Teacher should implement this way so that the students will
not feel bored with the environment when they are in school. Attractive and
colourful graphics as well as big printed words can attract the students attention
to stay together with the teacher doing the reading aloud activity.
AIN SOFEA BINTI HASSAN
TESL 1



Next, reading aloud also stimulates language development of the children
as the teacher reads the story book and they will recognize new vocabulary while
listening carefully to the text. In order to make this happen, teacher should
choose the book wisely suitable with the students level which means the words
written in the story book as this will trigger curiosity among the students. Surely
they want to find out the meaning of unfamiliar words to get the whole meaning of
the story. At the same time, reading aloud also builds motivation, curiosity, and
memory, according to Bardige, B (2009). I strongly agreed with this statement
because when the students are exposed to the new stories, they will obtain new
vocabulary, grammar and sentences structure which they never heard before.
Thus, it will create curiosity in their mind which encourage them to ask the
teacher or find the meaning in the dictionary and indirectly will increase their
motivation to learn about new words. When they get the meaning by their own
effort, they will remember the words effectively by writing down in their books.
Reading to children helps them understand how print functions and how it
is used. They learn how to handle books; recognize that stories have beginning,
middle and end. (Golbeck, 2001). As educators, we can bring students stories
that they cannot handle on their own, that they might not choose, that at first
seem outside their range of experiences of print. Children can step outside their
own culture, their past lives, and their experiences, into other worlds which are
strange, different, unsettling or fantastic and meet characters that they did not
know existed. They can be transported into story worlds with no fear of word
AIN SOFEA BINTI HASSAN
TESL 1


recognition. In reading aloud, the deepest issues can be explored, clarified and
wondered about. We all become part of the story experience.
Reading aloud as well, can establishe a mutual relationship between the
teacher and the students through encountering the same stories and characters
and experiencing common reactions towards the events.
In conclusion, there are a many positive impacts which can be gained
through reading aloud. If the teacher knows the way to conduct this activity
correctly, then the result can be seen through the achievement of the students
whether it is succeeding or not. Reading aloud can be a great tool or approach to
be applied in the classroom if the teacher has the awareness to help the students
in developing the reading skills and enhance their vocabulary for English
language.








AIN SOFEA BINTI HASSAN
TESL 1


2) Reading aloud is widely accepted as a means of developing vocabulary for
young learners. In your view, how can this strategy facilitate and improve word
learning?

Reading aloud to children is a recommended practice in early childhood
and classrooms that is purported to enhance vocabulary growth. Primamore
(1994) claimed that learners benefit more than others when they are reading to
because they often enter school lacking the necessary tools of literacy which
prevent them in developing their reading and writing skills. Reading aloud to
children can be used proactively to avoid problems in reading such as poor
vocabulary and lack of comprehension and motivation towards reading in general
and would guarantee reading success.
In order to maximize the chances of developing vocabulary, teacher
should apply the concept of reading aloud as a routine in teaching and learning
progression. If the teacher do not have much time to do the reading aloud daily,
at least try to make it twice a week as long as this kind of activity can be done
rather than just focused on the teacher-centred activity. Because by doing this
reading aloud, students are giving the opportunity for them to explore the
meaning of the word by asking the question to their teacher. This can create an
active learning which participates by the students using English as second
language.
AIN SOFEA BINTI HASSAN
TESL 1


Teacher also can encourage children to retell and/or to dramatize the story once
they have listened to it several times and expand the ideas of the book to other centers
in the classroom to give children opportunities to interact with materials and activities
which require using the core vocabulary.
During reading aloud, teacher should put as much expression as possible into
the reading. When it comes to a word that is sophisticated, teacher can draw it out.
Take the word "scrumptious," for example. Say it slowly as part of the sentence and
then add a comment like, "Scrumptious. Hmm, that means really, really good. Look at
that apple pie. It sure looks scrumptious to me." You can also look for instances in
which a challenging word is repeated in a story. Call the young learners attention to it
each time it appears. Besides, teacher can use the pictures or graphics to help build a
deepening understanding of the word's meaning.
Teacher should know how to exploit reading aloud so that it will benefit the
students in terms of developing the vocabulary. Firstly, words in the book that are
essential for understanding the story and that can enrich childrens vocabulary. Provide
explicit instruction for learning those words prior to and during the lesson through
questions, pointing to illustrations, showing manipulatives and gestures, and giving
opportunities for children to repeatedly say the words aloud. Translate core vocabulary
words into the childrens native language.


AIN SOFEA BINTI HASSAN
TESL 1


Reading aloud is an effective strategy for promoting vocabulary development and
listening comprehension among young children. It is particularly helpful for supporting
young English language learners.. For English language learners this means to
maximize the opportunities to understand the text and to encourage participation of the
children in ways that are appropriate for their level of second language proficiency.