READ ALOUD BASICS: Making children book lovers and not haters (Final part)


5. Read Aloud Don’ts.

·        don’t interrupt the reading of the story with explanations or editorials, these get in the way of the story and a child can easily become annoyed and frustrated with too many interruptions

·        don’t stop reading aloud to your children once they have mastered the ability to read on their own. Some children, when they can read on their own, resist being read to – it can feel babyish. Reading aloud, sharing ideas, and talking about what matters to your child is not something that anyone outgrows. Be creative, read something that will interest your child and keep alive the habit of reading together and sharing ideas

·        don’t turn reading into a vocabulary lesson, learning words in isolation gets in the way of comprehension and pleasure

·        don’t read while the TV/DVD/Video game is on

·        don’t read aloud to the child while he/she is deeply engaged in another activity and don’t stop him in order to read aloud to him, remember, its pleasure seeking and not labor seeking approach to reading that’s the goal

·        don’t recline while reading aloud, reading aloud should be done while you’re in a proper sitting position and not while you are lying down or leaning on an object. As for the child, he/she can be in any position in as much as he/she is listening



     Free Voluntary Reading (FVR) means reading because you want to. For school age children, FVR means no book report, no questions at the end of the chapter, and no looking up on every vocabulary word. FVR means putting down a book you don’t like and choosing another one instead. It is the kind of reading highly literate people do all the time.    

     In- school free reading programs provide some of the clearest evidence for the power of reading. In these programs, part of the school day is set aside for unrestricted FVR. There are three (3) kinds of in – school free reading programs: Sustained Silent Reading, Self- Selected Reading and Extensive Reading. In Sustained Silent Reading, both teachers and Students engage in the reading for short periods each day (from five to fifteen minutes). In Self – Selected Reading, free reading is a large part of the language arts program with teachers holding conferences with students to discuss what was read. In extensive reading, a minimal amount of accountability is required. For example, a short summary of what was read.


I guess we all know what a library is. Simply put a book bank…. What make a library are not its buildings but its services. A library is really not more than the services it offers and is no more effective than how well those services meet the needs of the library’s public. Sometimes it is possible to provide for the services most needed in a community without having a Full – Service Library.



         Ready, Set, Read!: A Start – To – Finish Reading Program Any Parent Can Use by Barbara Curtis.

         Read For Your Life: 11 Ways to Better Yourself Through Books by Pat Williams, Peggy Mathews Rose and Phil Jackson.

         Better than Life by Daniel Pennac.

         The Read Aloud Handbook: Sixth Edition by Jim Trelease.

         Reading magic: Why reading Aloud to Our Children Will Change Their Lives Forever by Mem Fox and Judy Horacek.

         Reading Together: Everything You Need to Know to Raise a Child Who Loves to Read by Diane Waxer Frankenstein.

         Read for Your Life by Gladys Hunt and Barbara Hampton.

         Baby Read Aloud Basics: Fun and Interactive Ways to Help Your Little One Discover the World of Words by Caroline J. Blakemore and Barbara Weston Ramirez.

         Great Books about Things Kids Love: More Than 750 Recommended Books for Children 3 to 14 by Kathleen Odean.

         The Power of Reading by Prof. Stephen D. Krashen.

         Handbook for Small, Rural, and Emerging Public Libraries by Anne Gervasi and Betty Kay Seibt.

Some Useful Websites:


Abdul Ghaniy Otukogbe. He is married with 3 kids, a Learning Instructor with Adult Education of ERYC, UK – with special interest in Literacy, Numeracy and Learning Disabilities.


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