Modelled Reading is a powerful strategy for many purposes including demonstrating reading aloud. It is one of the four ‘core’ reading strategies used in conjunction with shared reading, small-group instructional reading and independent reading.
Modelled Reading involves reading aloud to the class daily. From time-to-time the teacher might stop reading and ‘think aloud’ about the various aspects of the reading process. The method is effective for demonstrating ‘getting meaning’ strategies such as reading back, checking for meaning out loud, and so forth. When the teacher ‘thinks aloud’ students can begin to see and hear what an effective reader does when blocked by an unknown word, when unsure of the meaning of a sentence, or when confused about the overall meaning of the text.
A variety of texts, including picture books, fiction and factual texts, can be used in all grades. Reading to children leads to vocabulary acquisition and demonstrates effective reading aloud skills. It fosters an understanding of reasons for reading and provides a time for demonstrating strategies as well as reading for pleasure. Encouraging parents to read aloud to their children at home can enhance the benefits of this classroom-based strategy.
Communicating this strategy to parents
• Explain the importance of establishing time, place, routine and environment for reading together. Suggest parents set up a special place and routines for reading. Bedtime is always good but reading should not be restricted to that time.
• Make suggestions for selecting reading material. Children of any age may need help selecting reading materials that match their interests. Encourage the choosing of books from home collections or from the local library. Explain that children will have favourites, which will keep changing as they grow. They will want their favourites over and over again. Parents, like teachers, need to be patient, smile and read them again! Suggest parents preview new books so they have an idea what they are about and if their child will like them. Some fairy tales can frighten children at certain ages.
• Suggest that the key is to read with enthusiasm, use sound effects when appropriate and vary the loudness of the voice. Suggest stopping and looking at the pictures and asking questions. Ask which parts the child liked or disliked or found funny.
Like to know more?
PEN 146 Spence, Bill (2004) Reading Aloud to Children. PETA, Sydney.
This PEN provides a guide for reading aloud to all age groups and provides up-to-date book lists for toddlers through to teenagers. Ideal for teacher or parent reading on the topic.
Holliday, Marcelle (2004) The Child, the School, the Parent: The Early Years. PETA, Sydney.
This package is designed to facilitate communication between the teacher and parents. Section 6 is particularly useful when talking about the role of reading aloud.
This information is available as a PDF Teaching Tip Sheet. Download Modelled Reading
© Primary English Teaching Association 2006. PO Box 3106 Marrickville NSW 2204 Tel 61 2 9565 1277. This page may be photocopied for the purposes of professional development but may not otherwise be reproduced without the publisher’s permission.