What does the research say?
There is a wealth of research which supports the social-emotional, cognitive and academic and motivational benefits of reading aloud to students.

Research tells us that read-alouds are an essential part of our reading programme because they:

• Increase the likelihood of students engaging in independent reading, developing their identities as readers;
• Improve student vocabularies and more advanced comprehension skills;
• Build language skills of young students with disabilities or delays;
• Foster students’ higher order thinking skills;
• Serve as a model for student writing;
• Develop students’ content knowledge and vocabulary; and
• Have social-emotional benefits (empathy building, conflict resolution).

“Reading aloud to children is the single most important activity for building knowledge required for eventual success in reading” (Anderson, Hiebert, Scott and Wilkinson; 1985).

What should we be reading?
Research has shown that when teachers are choosing read-aloud texts we have a tendency to gravitate towards fiction texts that are familiar, particularly those which we enjoyed as a child or texts which might be regarded as the ‘classics’, when our focus should be on exploring high-quality texts from a variety of different genres:

• Non-fiction (informational text, discussion or explanatory text, memoir, biography, autobiography);
• Poetry (free verse, structured, visual);
• Narrative Text (adventure, mystery, fantasy, science fiction, historical or contemporary fiction, myths, legends, fables, fairy tales, picture books, graphic novels).

It is suggested that teachers read aloud from a wide variety of text types and ones that are beautifully crafted with complex plots, imagery, diverse vocabulary and that represent our students’ backgrounds, interests and experiences. Dr Ness encourages teachers to read recently written, age-appropriate texts which explore:

• Issues of social justice;
• Diversity;
• Identity;
• Modern trends.

Planning the daily read-aloud – three-step process
To gain the most educational benefit from reading aloud to your students, it is recommended that teachers read the text prior and plan their read-aloud, before they share it with their students. This planning has been broken down into three steps.

1. Evaluate: Evaluate the text for the background knowledge it assumes the reader brings. Be aware of obstacles which might disrupt students’ understanding of the text.
2. Explain: Incorporate ‘think alouds’ – model how you are making meaning from the text. Consider complex or new vocabulary words, provide simple instruction on their meaning.
3. Engage and Extend: Engage your students in critical inquiry, reflection about the text. Provide opportunities for students to extend their thinking and engage in rich conversations.

Reading aloud is far more than just a pleasant classroom ritual. It is a powerful, research-backed practice that supports literacy, learning, and wellbeing for students. When thoughtfully planned and prioritised, read-alouds create shared experiences that build knowledge, language, curiosity, and connection. So let’s prioritise the read-aloud this new school year across every year level.