Read-alouds play an important role in young
children’s literacy development. Teacher education pro￾grams include read-alouds as part of balanced literacy
instruction and many preservice teachers are required to
read aloud to others in their teacher education programs.
There are many excellent resources teacher educators may
use to help preservice teachers learn read-aloud strategies
and techniques, but few of these resources focus on reading
expression. Teacher educators may struggle to address the
needs of those preservice teachers who have not developed
good expressive reading skills; however, all preservice
teachers can become better expressive readers with the
necessary instruction and support. This article outlines
strategies taken from the fields of drama, oral interpreta￾tion, and storytelling that teacher educators can implement
to improve the expressive quality of preservice teacher
read-alouds. These strategies focus on structuring read￾aloud assignments for success; using contrasts through
improved enunciation, changes to pitch and volume, and
varying pace and pauses to increase variety; considering
the visual elements of read-alouds; and applying effective
practice techniques. A sample rubric as well as other
resources that teacher educators may use to help improve
the expressive quality of preservice teacher read-alouds is
included.

J1340

Perpustakaan FITK Pusat

Tersedia

• Improving Preservice Teachers’ Expression in Read-Alouds

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