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EffEctivE REad-alouds foR EaRly litERacy
Effective Read-alouds
for Early literacy
A Teacher’s Guide for PreK–1
Katherine A. Beauchat
Katrin L. Blamey
Zoi A. Philippakos
Foreword by Sharon Walpole
THE GUILFORD PRESS
New york london
© 2012 The Guilford Press
A Division of Guilford Publications, Inc.
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Library of Congress Cataloging-in-Publication Data
Effective read-alouds for early literacy : a teacher’s guide for preK–1 / Katherine A. Beauchat . . .
[et al.].
p. cm.
Includes bibliographical references and index.
ISBN 978-1-4625-0396-4 (pbk.)
1. Oral reading. 2. Language arts (Early childhood) I. Beauchat, Katherine A. II. Title.
LB1573.5.E34 2012
372.45′2—dc23
2011049906
To our families;
teachers of young children
for the important work that they do;
and our greatest teacher, Sharon Walpole
about the authors
Katherine A. Beauchat, EdD, is Assistant Professor at York College of Pennsylva-
nia, where she teaches undergraduate and graduate classes in literacy education.
Her research interests include professional development for preschool educators in
the area of literacy and language instruction and effective techniques and strategies
to bolster at-risk preschool children’s oral language and vocabulary development.
Dr. Beauchat’s recent publications include the coauthored article “Word Walk: A
Vocabulary Strategy for Young Children” (The Reading Teacher, 2011); the book
review “Preparing Teachers for the Early Childhood Classroom: Proven Models and
Key Principles” (NHSA Dialog, 2011); the coauthored book The Building Blocks
of Preschool Success (Guilford, 2010); the coauthored article “Building Preschool
Children’s Language and Literacy One Storybook at a Time” (The Reading Teacher,
2009); and the coauthored brief “Facilitating Teacher Study Groups” (Literacy
Coaching Clearinghouse, 2008).
Katrin L. Blamey, PhD, is Assistant Professor of Education at DeSales University,
Center Valley, Pennsylvania, where she teaches courses on early childhood literacy
and elementary reading methods. Her research interests include finding effective,
practical ways to implement professional development in the preschool setting and
developing instructional techniques for building the language and literacy skills of
preschool-age English language learners. Dr. Blamey’s recent publications include
the coauthored article “Word Walk: A Vocabulary Strategy for Young Children”
(The Reading Teacher, 2011); the book review “Preparing Teachers for the Early
Childhood Classroom: Proven Models and Key Principles” (NHSA Dialog, 2011);
the coauthored book The Building Blocks of Preschool Success (Guilford, 2010);
and the coauthored articles “Building Preschool Children’s Language and Literacy
One Storybook at a Time” (The Reading Teacher, 2009) and “Elementary Literacy
Coaches: The Reality of Dual Roles” (The Reading Teacher, 2008).
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About the Authors
Zoi A. Philippakos, MEd, is a doctoral student in literacy education at the Univer-
sity of Delaware. She has her master’s degree in reading, has worked as an elemen-
tary school teacher and literacy coach, and provides professional development to
teachers about effective reading and writing strategies. Her interests include reading
and writing instruction for students in the elementary grades. Ms. Philippakos’s
recent publications include the coauthored book Differentiated Reading Instruction
in Grades 4 and 5: Strategies and Resources (Guilford, 2011) and the coauthored
article “Instruction in a Strategy for Compare– Contrast Writing” (Exceptional
Children, 2010).
viii
foreword
a
s I think about the needs of our youngest readers and writers, I am always drawn
to the needs of their teachers who choose to make preschool or the early primary
classrooms home. This book is about your real needs as teachers, from the establish-
ment of a special place and time for reading aloud to the nuts and bolts of turning
the natural reading act into an intentional instructional opportunity.
In my own work with teachers, I have been surprised to hear them say, “I wish
I still had time for read- alouds,” or “To cover my content goals, I can’t afford to
waste time reading aloud.” Their frustration stems from a failure of those of us who
support teachers (perhaps myself included) to position the read-aloud as an essen-
tial context for language and literacy. Teachers who understand and are passionate
about how and why they should read aloud will likely say that they could not meet
an objective without it. The authors of this book fuel a passion for read- alouds, but
they do so gently. It is my hope that this inspiration will keep that passion alive in
spite of the other competing forces that tug at teachers’ attention.
The book makes a strong case for the interdependence of receptive and expres-
sive language. Thinking that relationship through is important to crafting a ratio-
nale for read- alouds. Discovering discrepancies in the oral language production of
children who live in privileged literacy environments and those who do not is simple.
You can hear the difference. But understanding that the source of the difference is
the type, quality, and amount of language that surrounds the children is essential.
Read- alouds alone will not address the lingering effects of poverty. What they will
do, though, is provide all children with the opportunity to build on their existing
language skills. The better the language children hear, the better the language they
will understand, and, eventually, the better the language they will be able to pro-
duce. Better language exists in the books adults can read to children and in the talk
that surrounds purposeful readings.
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