Why Reading Aloud in the Library (or Anywhere) is Important

 “I don’t have enough time to do anything more than a read-aloud.”

A statement I have heard over the last several years from elementary school library staff.  Many elementary school libraries have fixed library schedules, and these schedules often don’t allow for more than thirty minutes with each class, so library staff find themselves with just enough time for a single book read aloud.  And sometimes, it feels like this storytime is not enough.  However, research suggests that reading aloud to children on a regular basis promotes good reading habits, inspires curiosity, exercises critical thinking skills, and nurtures a love of reading.  Storytime creates a positive experience with literature and inspires students to become independent readers and ultimately, independent learners.

Exploring Worlds, New and Old

Dr. Rudine Sims Bishop wisely observed how books can be windows into other worlds, act as sliding doors to access new experiences, and can reflect like mirrors, allowing the reader to see themselves through literature (1990).  Librarians are the navigators for these excursions.  Librarians invite the participants to join them in an experience, and it is through the read-aloud where students can explore new worlds or reflect on commonalities while in the safety and comfort of a narrator and a community of peers who are along for the ride.

Explore New Worlds

Studies have shown that exposure to complex words in the first years of life has a direct link to academic success in later years (2001).  The read-aloud experience introduces its participants to new vocabulary and proper use of literary terms and concepts.  Read-alouds provide an opportunity to expand vocabulary, and participants can immediately gain an understanding of words they may have never heard before.

Sparking Curiosity

An effective read-aloud leaves students wanting to know more.  Sometimes the students want to know more about the subject, and sometimes they want to know more about themselves due to the subject.  During a read-aloud, a deceivingly simple story like Ame Dyckman’s You Don’t Want a Unicorn! can lead to discussions and book browsing for topics on unicorns, horses, rainbows, pets, funny fiction, making wishes, passing gas, and the digestive tract.  An introduction to a subject can lead to a lifelong interest, and it is that specific interest that promotes independent inquiry, learning, and reading.  Students want to read when they are reading what they want.

Stress Relief

The way a movie is an escape from the daily grind, the read-aloud is an escape from a student’s daily routine.  This is not to say that school routines are bad or boring, but they can be stressful and this is where the read-aloud allows for a break from the norm.  Librarians invite students to come on in, pull up a chair (or criss-cross applesauce), get comfortable, and pause.  Students have to be relaxed enough to be able to listen, and calm enough to allow themselves to enjoy the storytime experience. The read-aloud in the library lets a child forget what they wish to forget, whether it's troubles at home or studying for a test, with no judgment or expectations.  

Supporting Curriculum

The library read-aloud is the perfect time to expand on a topic discussed in the classroom.  This is one reason why collaboration between teacher and librarian is essential for the development of independent learning by students during school.  Classroom discussions should continue into the library period, and the read-aloud experience provides a targeted time for an extension of academic learning.  A student learns about the planets in the classroom and is encouraged to explore and expand their knowledge on the topic in the library.

Read more about how picture books and the read-aloud experience matter and download an infographic from the Capstone blog post, “The Magic of Picture Books.”

Next time I’ll share some best practices on how to make the read-aloud a positive experience for all.  Happy reading (aloud)!

Sources:

Sims Bishop, R. (1990). Mirrors, windows, and sliding glass doors. Perspectives, 1(3), ix–xi.

Weizman, Z. O., & Snow, C. E. (2001). Lexical output as related to children's vocabulary acquisition: Effects of sophisticated exposure and support for meaning. Developmental Psychology, 37(2), 265-279.

http://dx.doi.org/10.1037/0012-1649.37.2.265