Reading Comprehension and Teacher Read Aloud

Reading aloud by the teacher is often discouraged in the foreign language classroom as this puts the focus on the teacher and does not give the students an opportunity to practice reading aloud themselves. Reading aloud by the teacher, in fact, is particularly important for language learners at various stages of learning. Beginning readers tend to read word by word. Reading aloud by the teacher helps them to process larger language units and phrases rather than focusing on single words and translation. A study by Amer (ELT Journal) investigated the effect of teacher reading aloud on the reading comprehension of foreign language students reading a story. Results clearly demonstrated that the experimental group (teacher read aloud) outperformed the control group (student silent reading). This indicates that reading aloud by the teacher can have a significant positive effect on reading comprehension. It is interesting to try reading the story to students without having them follow along to see how much they understand, then to read along with the text. The decreased focus on word-level comprehension is emphasized here and it will show students in a very clear and obvious way that they do not need to translate word for word when reading. This will then, ideally, transfer to their own reading comprehension, either aloud or silently.