{"id":68218,"date":"2023-05-18T01:01:29","date_gmt":"2023-05-18T05:01:29","guid":{"rendered":"https:\/\/world.edu\/?p=68218"},"modified":"2023-05-18T01:01:29","modified_gmt":"2023-05-18T05:01:29","slug":"is-it-beneficial-to-read-aloud-in-class","status":"publish","type":"post","link":"https:\/\/world.edu\/is-it-beneficial-to-read-aloud-in-class\/","title":{"rendered":"Is it beneficial to read aloud in class?"},"content":{"rendered":"

\"\"<\/span><\/p>\n

Our cultural tradition gives more weight to individual reading and writing than to the art of oral discourse.\u00a0In schools and institutes, the teaching of written communication prevails over oral text or reading aloud.\u00a0In fact, it seems that, as a classroom activity, listening to a person (student or teacher) read aloud is an outdated or boring activity with little pedagogical utility.<\/span><\/p>\n

However, this was not always the case: in the past, orality was the primary register for scholarly, political, and academic communication.\u00a0<\/span>Alberto Manguel tells us<\/span><\/a>\u00a0that Saint Augustine, in the fourth century, found it strange that Saint Ambrosio isolated himself in his cell to read alone, in silence, concentrating on the text.\u00a0The normal thing then was reading aloud and in a group.\u00a0This, in fact, is still maintained in the Christian liturgy.<\/span><\/p>\n

Our times are very different from those of Saint Augustine.\u00a0Literacy rates\u00a0<\/span>in Spain stand at 98.1%<\/span><\/a>\u00a0of the population, and in our Western societies information is recorded mainly in writing because that is how it lasts, fixed on a material support (paper, screen) that can be easily transmitted.<\/span><\/p>\n

But this does not diminish the importance of speaking and listening as scholarly communication skills.\u00a0We don’t just use our voice to talk.\u00a0The written text is an instrument that can also serve us to learn to use orality better.\u00a0And so we can apply it in the classroom in teaching-learning activities.<\/span><\/p>\n

Dictations, yes or no<\/strong><\/h4>\n

These activities do not have to focus on the traditional dictations, for many already out of fashion, but still arousing debate (\u00a0<\/span>for example in France<\/span><\/a>\u00a0).<\/span><\/p>\n

In dictation, the text is only read aloud to be written and not as an oral reading by itself.\u00a0But let’s look at other ways to take advantage of reading and listening to what is read in the classroom.<\/span><\/p>\n

Infant stage: enhance speech<\/strong><\/h4>\n

Human beings mainly use orality to communicate on a day-to-day basis.\u00a0It has a series of exclusive discursive features (its linguistic signs follow one another and are perceived in simultaneous interaction in time and space between sender and receiver), which is why it is ideal for everyday life.<\/span><\/p>\n

This ability is natural to our species and manifests itself in two areas.\u00a0On the one hand, the organs of speech (lungs, larynx, vocal cords, mouth…) and hearing (ear).\u00a0On the other, our mental capacity to distinguish linguistic sounds and understand them, giving them meaning.\u00a0Both develop as we grow.<\/span><\/p>\n

Reading aloud, as a classroom activity, has to be adapted to the level of development of each student in this regard.\u00a0The texts must also be appropriate to achieve the proposed objectives.\u00a0Reading aloud allows us\u00a0<\/span>to identify possible learning difficulties in the child<\/span><\/a>\u00a0, but it also fulfills other educational functions.<\/span><\/p>\n

Developing expression<\/strong><\/h4>\n

In the first years of schooling, between the ages of 3 and 5, the functioning of reading mechanics can be introduced.\u00a0This is\u00a0<\/span>the logographic stage<\/span><\/a>\u00a0: children may not be able to decipher letters and words, but they can “read” images.<\/span><\/p>\n

In addition, orality is their only form of efficient communication, and for this reason\u00a0<\/span>it must be worked on in the classroom<\/span><\/a>\u00a0.<\/span><\/p>\n

The child of this age perceives himself as the center of his world.\u00a0Reading aloud thus becomes an extension of your own desire to express yourself.\u00a0The books of this stage, in large format (\u00a0<\/span>illustrated album<\/span><\/a>\u00a0) and manipulative materials (soft covers,\u00a0<\/span>pop-ups<\/span><\/em><\/a>\u00a0) are perfect for this purpose.<\/span><\/p>\n

Reading aloud in elementary school<\/strong><\/h4>\n

Already in primary school, from the age of 6, the alphabetic system of relationship between sound and writing is introduced.\u00a0The child begins to associate the words that he already knows how to say with their calligraphic representation.<\/span><\/p>\n

The educational law of Spain<\/span><\/a>\u00a0includes “reflexive comprehension through silent and aloud reading, accompanied by images”.\u00a0This serves, in the first cycle of Primary, so that the student learns to recognize the formal features of texts and reflect on their content.<\/span><\/p>\n

At this stage, reading aloud serves to practice these skills.\u00a0<\/span>It connects both “worlds” that the child begins to explore: the oral and the written<\/span><\/a>\u00a0.\u00a0The use of illustrated albums in the first cycle is maintained and the complexity of reading progressively increases.<\/span><\/p>\n

As the child’s cognitive development progresses, images give way to letters, but even so they remain a very powerful resource due to their visual nature and immediate impact.<\/span><\/p>\n

Playful and interactive strategies also come into play here, as well as instructive, to\u00a0<\/span>encourage reading<\/span><\/a>\u00a0.\u00a0Storytellers, for example, are very helpful for working on different skills.\u00a0Dramatization, gestures, inflection of the voice… The written text acquires full entity when it becomes oral and public.\u00a0The whole class, or even the whole center, can be part of the same community of reader-viewers.<\/span><\/p>\n

What about children with speech or reading difficulties?<\/strong><\/h4>\n

Clearly, reading aloud poses a challenge to all students.\u00a0Orality is worked less in the classroom as an academic skill, despite the fact that we mainly communicate by speaking and listening.\u00a0And it is not only difficult for those who are ashamed to speak in public.<\/span><\/p>\n

Especially, it is a complex challenge\u00a0<\/span>for those who have difficulties with speaking or reading<\/span><\/a>\u00a0.\u00a0They are children who are aware that there is\u00a0<\/span>a “barrier” that it is difficult for them to overcome<\/span><\/a>\u00a0in order to communicate with others.\u00a0This frustration must be managed in class with empathy and well-founded teaching guidelines.<\/span><\/p>\n

One solution is to create a class environment conducive to accepting these difficulties.\u00a0Albums like\u00a0<\/span>\u00a1Voy a comedte! <\/span><\/em><\/a>They help the child perceive them as something normal and not as a reason for ridicule or laughter.\u00a0Reading aloud texts with “mistakes” can serve to downplay them in front of the whole class.\u00a0And that will generate confidence in the students who manifest these difficulties.<\/span><\/p>\n

Reading aloud for teens<\/strong><\/h4>\n

And how do we do in adolescence?\u00a0Literary education is oriented towards understanding the literary language and learning the history of authors and works.\u00a0Oral communication is not evaluated in the university entrance exams.\u00a0Is there room in the classroom for reading aloud right now?<\/span><\/p>\n

There is<\/span><\/a>\u00a0, but we must look for it.\u00a0Orality continues to be a skill that must be developed in the classroom.\u00a0Reading aloud is no longer explicitly present\u00a0<\/span>in the Secondary curriculum<\/span><\/a>\u00a0, but it can be linked to other skills.\u00a0Students must understand and produce oral, written and multimodal texts.\u00a0The degree of training specialization is greater.\u00a0And this can be linked to oral reading.<\/span><\/p>\n

All written text\u00a0<\/span>has a phonetic dimension<\/span><\/a>\u00a0: that is, it can be read aloud.\u00a0This allows us to work on intonation and prosody (pauses, rhythms), or link spelling with pronunciation.\u00a0And even more: there are texts from areas of exclusively oral communication (for example,\u00a0<\/span>radio programs<\/span><\/a>\u00a0, debates, gatherings…) that can be taken to the classroom as part of activities based on real communication situations.\u00a0This opens up a wide range of training possibilities.<\/span><\/p>\n

So any text can be valid material, because what interests us is to encourage reading aloud as an activity in itself.\u00a0And this reveals to the student the similarities and differences that exist between orality and writing, in texts that are essentially oral and that must be produced according to that register.<\/span><\/p>\n

From past to future<\/strong><\/h4>\n

Reading cannot be limited only to the home, the classroom\u00a0<\/span>or the libraries<\/span><\/a>\u00a0.\u00a0Studies\u00a0<\/span>on reading habits<\/span><\/a>\u00a0confirm a reality: much more reading is needed as a daily activity.<\/span><\/p>\n

And if we leave aside the oral dimension of reading, we lose not only what was its first manifestation in history.\u00a0We would also exclude that dimension that makes it a social activity.<\/span><\/p>\n

The ideal texts to read aloud are those with a dramatic aspect: plays, epic poems or narratives with a predominance of action.\u00a0But, in essence, any text can be exposed in public.\u00a0Only in this way can its full potential as an instrument of collective communication be verified.<\/span><\/p>\n

Educators know that the main tool for transmitting content in the classroom is speech.\u00a0And the book holds enormous potential as a repository of stories to capture readers’ attention from a very early age.\u00a0Both, speech and books, are therefore called to meet.\u00a0So why not take advantage of this opportunity?<\/span><\/p>\n

Author Bio:<\/strong> Alberto Escalante Varona is Professor Assistant Doctor. Department of Hispanic and Classical Philology. Language and Literature Didactics Area at the University of La Rioja<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Our cultural tradition gives more weight to individual reading and writing than to the art of oral discourse.\u00a0In schools and institutes, the teaching of written communication prevails over oral text or reading aloud.\u00a0In fact, it seems that, as a classroom activity, listening to a person (student or teacher) read aloud is an outdated or boring […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[434435],"coauthors":[11733],"class_list":["post-68218","post","type-post","status-publish","format-standard","hentry","category-education","tag-reading-aloud"],"acf":[],"yoast_head":"\nIs it beneficial to read aloud in class? - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/is-it-beneficial-to-read-aloud-in-class\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Is it beneficial to read aloud in class? 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