Introduction This paper presents a discussion of the concept of reading aloud to children. This discussion is not concerned with pro cedure. Rather, it is concerned with the reasons why reading aloud to children is performed the benefits which may accrue from the practice.
Benefits of Reading Aloud to Children
Cramer (1975, p. 1) said that teachers "can't teach child ren to love books, but by reading to them every day they can create an atmosphere that will help children appreciate the gift of literature." Both experience and research studies have revealed that reading aloud to children facilitates the learn ing process for children with respect to both learning to read, and learning to write (Cramer, 1975). In this context, reading aloud to children enriches language, as well as imparting tech nique.
Reading aloud to young children also enhances the develop ment of concepts, general knowledge, and thinking processes. Each of these factors has wide ranging impacts with respect to a child's ability to learn subjects and skills far removed from reading and language.
Reading aloud to children facilitates their learning to read by, among other things, demonstratng to them exactly what reading is. Studies have determined that young children often "have confused notions of what reading actually is, what it is for, and how it is used" (Roser, & Wilson, 1986, p. 282).
The promotion of voluntary reading habits is an important educational goal. Research has found that a carefully struc tured read aloud program facilitates the attainment of this goal (Martinez, & Teale, 1988).
Read aloud programs may be used for both teaching and entertainment purposes. Benefits to the children and to the overall educational process accrue from the use of read aloud programs for each of these purposes (Sullivan, 1987).
It has also been demonstrated that children benefit from read aloud programs conducted by parents, as well as th...