Reading Aloud to Children

Benefits of Reading Aloud to Children

Cramer (1975, p. 1) said that teachers "can't teach children 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 learning 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 technique.

Reading aloud to young children also enhances the development 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).

. . .
ioeconomic status and academic achievement, the correlations between the variables, as reported in the literature, range from as low as r = .10 to r >.80 (White, 1982). Thus, it is evident that some type of problem exists with the general assumption concerning the relationship. One of the problems identified is that no generally accepted definition of socioeconomic status exists, and different researchers tend to include a wide variety of variables in their own definitions of socioeconomic status (White, 1982). Another identified problem in this research area is that researchers do not employ a uniform approach in the measurement of variables (White, 1982). Some researchers use an aggregate approach, in which all students in a particular school, a particular neighborhood, and so forth are assigned to the same socioeconomic group, and in which aggregate academic achievement is used in place of individual student achievement. Other researchers, by contrast, measure both socioeconomic status and academic achievement on an individual student basis. Still other researchers employ what White (1982) describes as a 5confounding approach, in which either socioeconomic status or academic achievement is measured on a individual st
. . .

Some common words found in the essay are:
Eventually White, Resnick Resnick, Children Cramer, CONTEXT Introduction, Martinez Teale, INTEGRATIVE CONCLUSION, Roser Wilson, Reading Teacher, Rasinski Fredericks, EXPOSITION Introduction, socioeconomic status, academic achievement, white 1982, reading aloud, socioeconomic status academic, status academic, aloud children, reading aloud children, median correlation, home atmosphere, aloud programs, status academic achievement, correlation socioeconomic status, definition socioeconomic status, definition socioeconomic,
Approximate Word count = 1865
Approximate Pages = 7 (250 words per page)

More Essays on Reading Aloud to Children