The Art and Science of Interactive Readalouds

 (Originally titled “A Better Way to Read Aloud”) 

            In this Educational Leadership article, Douglas Fisher and Nancy Frey (San Diego State University and Health Sciences High and Middle College) say that reading aloud to students has great potential for learning – if it’s done well. Here are the key factors they noticed when they observed and interviewed 25 highly effective grade 3-8 teachers: 

• A well-chosen text that will capture students’ interest and address a learning need; 
• Preparing and practicing beforehand to formulate questions and be able to read fluently;
• Establishing a clear purpose with students – a concept or skill they will learn;
• Reading with accuracy, correct pronunciation, appropriate rate, fluency, expression, phrasing, and enthusiasm;
• Engaging students with facial expressions and hand gestures;
• Discussing the text before, during, and after the readaloud – ideas, the author’s style and choice of words, key vocabulary, predictions;
• Connecting the text to reading and writing that students are doing – for example, writing a letter to one of the characters in the story or comparing the text to something else students have read. 

For primary-grade students, Fisher and Frey suggest the additional element of print referencing – drawing attention to letters, words, punctuation, and print concepts like left-to-right directionality. 

 “A Better Way to Read Aloud” by Douglas Fisher and Nancy Frey in Educational Leadership, March 2025 (Vol. 82, #6, pp. 10-11)

Please Note: This summary is reprinted with permission from issue #1077 of The Marshall Memo, an excellent resource for educators.