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Teachers’ decisions in conducting read alouds Damer, Laurie

Abstract

This study examined the reasons teachers hold for making decisions when reading printed material aloud to students. Using ethnographic interviews, the study explored the thinking of ten grade two and three teachers who read to their students in the classroom. Research questions addressed teachers' purposes for conducting read alouds, rationale for instructional strategies used during read alouds, and selection criteria of read aloud texts. Findings showed that decisions about read alouds were similar in kind to decisions teachers routinely make in other aspects of their work, and that the reasons are as much political as they are pedagogical.

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