My Use of Interactive Read-Alouds as Equitable Practice in a Preschool Classroom

• In Event: Self-Study Inquiries in Pre-K–12 and Teacher Education

Abstract

This paper examines research relating to interactive read alouds in the classroom, focusing on the definition of an interactive read aloud, the important goals included in an interactive read aloud, the skills and strategies that need to be included in an interactive read aloud and how to plan and conduct an interactive read aloud. I engaged in self-study research that focused on my personal practices in relation to interactive read alouds in a preschool classroom through a global analysis of four separate read alouds and an in-depth analysis of one read aloud. Conclusions are drawn about my practices after reviewing each of the analyses, addressing four major themes: leaning conditions, language building opportunities, direct story instruction, and story engagement.

Authors

• Abby Overton, University of Northern Iowa

• Deborah L. Tidwell, University of Northern Iowa

• Sarah Meredith Vander Zanden, University of Northern Iowa