Interactive read-alouds: Is there a common set of implementation practices?

By D. Fisher, James E. Flood, D. Lapp, N. Frey. 2004

209 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a9bebac1ec5cb48f484fa19d77b51b459d0c2c6c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. David J. Chard
2. L. Santoro
3. Angela M. Wiseman
4. S. Baker
5. Asha K. Jitendra
6. Steve Graham
7. Frank Pajares
8. Hsen-Hsing Ma

In Education

1. David J. Chard
2. S. Baker
3. L. Santoro
4. Steve Graham
5. Frank Pajares
6. Hsen-Hsing Ma

Citations in the corpus

• Making the Very Most of Classroom Read‐Alouds to Promote Comprehension and Vocabulary (2008, background): “Despite the general support for using read-alouds, the ideal format for conducting them is not clear (Fisher et al., 2004).”
• Interactive Read Alouds: Teachers and Students Constructing Knowledge and Literacy Together (2011, background): “An interactive read aloud consists of a teacher selecting books that meet students’ interests as well as their social and developmental levels, modeling fluent reading, and encouraging students to contribute in active ways (Barrentine 1996; Fisher et al. 2004; Pantaleo 2007).”