Interactive Read Aloud: Literature Review

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CHAPTER II
LITERATURE REVIEW

This chapter presents the theories employed in this study. The discussion covers Interactive Read Aloud theories, including the definition, chronological development, Interactive Read Aloud principles, strategy to conduct a successful Interactive Read Aloud, and the interaction produced during Interactive Read Aloud. Moreover, this chapter also presents theories regarding teaching English to young learners in English as a Foreign Language context. Some studies related to Interactive Read Aloud are also presented. 2.1 Introduction to Interactive Read Aloud
Interactive Read Aloud is an important learning activity for building knowledge required by students to be successful in reading (Lippman, 1996). According to Fountas and Pinnell (2006, Cited in Johnston, 2015), Interactive Read Aloud is a deliberate and explicit method of reading aloud where the teacher models for the whole class vocabulary development, reading fluently, and comprehension strategies and requires the students to involve in the discussion by giving some questions. As the result, the students become interactive participants in their own learning. Interactive Read Aloud also can be defined as an activity that makes children learn new words and ideas as
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Moreover, in order to make the students become active learners during the reading process, teacher should engage students through both immediate and non-immediate talk which includes discussions of word meanings, making predictions and inferences, and relating the text to personal experiences (Dickinson and Tabors, 2001 cited in Lane and Wright,

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