![]() ![]() Researchers have also found a negative relationship between the amount of time teachers spend reading aloud in kindergarten and children’s decoding skills (Meyer, Wardrop, Stahl, & Linn, 1994). In contrast, researchers have found only a modest relationship between the frequency and quality of parent-child read alouds during preschool and later first-grade reading achievement (Scarborough & Dobrich, 1994). Studies have shown that preschoolers make gains in expressive language even when the duration of story reading interventions are short (e.g., Hargrave & Sénéchal, 2000). On one hand, researchers have validated that reading aloud affects vocabulary development (Robbins & Ehri, 1994 Whitehurst et al., 1999), acquisition of literary syntax and vocabulary (Purcell-Gates, McIntyre, & Freppon, 1995), story recall (Morrow & Smith, 1990), and sensitivity to the linguistic and organizational structures of narrative and informational text (Duke & Kays, 1998). Research is mixed on the value of reading aloud to children aged 3 to 6. These techniques have shown to be effective in increasing children’s engagement, understanding, and appreciation of literature in preschool and kindergarten settings. Third reads consist of guided reconstruction of the story in which children recount information as well as provide explanations and commentary. Second reads capitalize on children’s growing comprehension of the story by providing enriched vocabulary explanations and asking additional inference and explanation questions. This is accompanied by elaborations on a few key vocabulary words. During the first reading, teachers introduce the story’s problem, insert comments, ask a few key questions, and finally ask a “why” question calling for extended explanation. A storybook is read three times in slightly different ways in order to increase the amount and quality of children’s analytical talk as they answer carefully crafted questions. Membership supports the production of new books, educational games, and movies.Repeated interactive read alouds, a systematic method of reading aloud, allow teachers to scaffold children’s understanding of the book being read, model strategies for making inferences and explanations, and teach vocabulary and concepts. Starfall’s low-cost membership program expands the free content to include additional animated songs, mathematics activities, and reading. It is widely used in schools and homeschools. Its emphasis on phonemic awareness, systematic sequential phonics, and common sight words in conjunction with audiovisual interactivity is especially effective for teaching emergent readers, children of all ages with special needs or learning difficulties, as well as ELL (ESL) students. ![]() Starfall activities are research-based and align with state learning objectives for English language arts and mathematics. Due to the engaging content that “feels like play,” Starfall serves as an educational alternative to other entertainment choices for children. ![]() The program emphasizes exploration, play, and positive reinforcement-encouraging children to become confident and intrinsically motivated. Since then it has expanded to include standards in language arts and mathematics for preschool through fifth grade and above. Starfall was developed in the classroom by teachers and opened in August 2002 as a free public service to teach children to read. He was motivated to create a learning platform with untimed, multisensory interactive games that allow children to see, hear, and touch as they learn. Stephen Schutz, who had difficulty learning to read as a child due to dyslexia. At Starfall, children have fun while they learn ![]()
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