Teaching Strategies: Read-Aloud

READ-ALOUD LEARNING STRATEGY
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Schools which are committed to reading and writing strategies in all area have a positive impact on the students’ achievements in school. It is important to identify the best learning strategies which permit the school at all levels to meet the students’ needs. The strategies employed must be transparent to students as they provide content-area instructions to become a common place across all subjects (Fisher, Frey, & Williams, 2002). Through working on a professional development plan that is centered on the strategies enhances the development of the best learning environment. The cornerstone of professional development plan is the link between strategic teaching and student learning as it allows growth in expertise across all departments. This essay will examine the benefit of read-aloud leaning strategy in discussing the success and challenges of implementing this approach.
Read-aloud which is also referred to a shared reading is said to be one of the most effective method for young students to listen to fluent reading. The teachers have to lead every day to their students while the students listen and in other cases the teacher has to read aloud while the students read along (Fisher, Frey, & Williams, 2002). The selections are not always from the books but opt the reading materials that have the capacity to build the background knowledge of students, which ensures they are provided with vocabulary words and listening fluent reading. Diagnostic teaching is one way of dealing with the learning problem which arises from practical teaching situation because learners are able to identify their weaknesses and strengths to facilitate their learning. This method is effective as it enhances teachers to make instructional decisions before and after reading event (Oueini, Bahous, & Nabhani, 2008). The teacher is able to identify individual differences ascertained through pre-teaching assessment to identify learners’ problems, adjust instructions and monitor improvements in both learning and teaching.
In order to deal with students who have low self-esteem and diverse proficiency levels in reading class, a collaborative program is created to enhance reading and learning. This plan provides a collaborative environment teachers and students work together to support one another while they still remain aware of individual differences.
Pre-assessment is the first step in the diagnosis of the research that emphasizes on the strategy to teach and how the strategies are employed. The study has to understand the background of the students and the needs which form the prerequisite of the follow-up teaching. The students are required to write a description of the learning background and beliefs toward their difficulties in learning (Shen & Huang, 2007). Furthermore, the reading assessment enables to diagnosis the ability of students in reading skills so as to identify their weaknesses and strengths in reading and learning.
The pre-assessment phase allows teachers to analyze their students’ reflective learning. This helps to identify th...