Here is the recording of webinar I gave for #LDeduchat this week on ‘Why we need to read aloud’.

The prerecorded presentation lasts for about 25 mins with the rest of the time given over to Q&A.

If you can’t be doing with watching it, this is my basic argument:

  1. Too many children will not read independently because they are not fluent decoders.
  2. This is through no fault of their own: there is no correlation between decoding and intelligence.
  3. Reading confers all sorts of intellectual advantages: the more you read the more intelligent you will become
  4. We can overcome some of the disparity between fluent and non-fluent by reading aloud (this won’t address reading fluency, but it will provide non-fluent readers with the cognitive advantages of reading.
  5. Overcoming fluency is a separate issue which to begin to address in the Q&A but have written about here.

The slides I used are available separately here:

(NB. There’s a discrepancy with the final ‘key messages’ slide here and the one displayed in the webinar. This one is correct.)

Baddeley, Alan. “Working memory: Theories, models, and controversies.” Annual review of psychology 63 (2012): 1-29.

Bell, Laura C., and Charles A. Perfetti. “Reading skill: Some adult comparisons.” Journal of Educational Psychology 86.2 (1994): 244.

Clark, Christina. “Children’s and Young People’s Reading in 2012: Findings from the 2012 National Literacy Trust’s Annual Survey.” National Literacy Trust (2013).

Coltheart, M., Davelaar, E., Jonasson, J. T., Besner, D., & Dornic, S. (1977). Attention and performance.

Ferrand, Ludovic. Cognition et lecture: processus de base de la reconnaissance des mots écrits chez l’adulte. Bruxelles: De Boeck Université, 2001.

Gernsbacher, Morton A., Kathleen R. Varner, and Mark E. Faust. “Investigating differences in general comprehension skill.” Journal of Experimental Psychology: Learning, Memory, and Cognition 16.3 (1990): 430.

Goswami, Usha, Jean Emile Gombert, and Lucia Fraca de Barrera. “Children’s orthographic representations and linguistic transparency: Nonsense word reading in English, French, and Spanish.” Applied Psycholinguistics 19.1 (1998): 19-52.

Kosslyn, Stephen M., and Ann M. Matt. “If you speak slowly, do people read your prose slowly? Person-particular speech recoding during reading.” Bulletin of the Psychonomic Society (1977).

Rubenstein, Herbert, Spafford S. Lewis, and Mollie A. Rubenstein. “Evidence for phonemic recoding in visual word recognition.” Journal of verbal learning and verbal behavior 10.6 (1971): 645-657.

Scarborough, Hollis S. (2001). Connecting Early Language and Literacy to Later Reading (Dis)Abilities: Evidence, Theory, and Practice. In Susan B. Neuman and David K. Dickinson (eds), Handbook of Early Literacy (New York: Guilford Press), pp. 97–110.

Seidenberg, Mark S., and David C. Plaut. “Evaluating word-reading models at the item level: Matching the grain of theory and data.” Psychological Science 9.3 (1998): 234-237.

Seymour PH, Aro M, Erskine JM. Foundation literacy acquisition in European orthographies. Br J Psychol. 2003;94(Pt 2):143‐174. doi:10.1348/000712603321661859

Stanovich, Keith E. Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy, Reading Research Quarterly 22 (1993): 360–407; and Stuart J.

Westbrook, Jo, et al. “‘Just reading’: the impact of a faster pace of reading narratives on the comprehension of poorer adolescent readers in English classrooms.” Literacy 53.2 (2019): 60-68.