Text Talk: Capturing the Benefits of Read-Aloud Experiences for Young Children
By Isabel L. Beck and Margaret G. McKeown
Beck, I.L, & McKeown, M.G. (2001). Text talk: Capturing the benefits of reading aloud experiences for young children. The Reading Teacher, 55, pp. 10-20.
Beck and McKeown (2001) describe an interesting technique entitled “Text Talk” where educators use read-aloud to enhance students’ linguistic and vocabulary development. Teachers choose stories that are word heavy, rather than relying on pictures to tell the story. Teachers elicit responses to posed questions that are asked throughout the read-aloud. In order to get the students to expand on their answer, teachers should repeat the student-given answer and then rephrase it. This technique was found to help students elaborate on their answers, or make connections to their fellow peers answers. Educators are also encouraged to ask probing questions about student responses in order to get students to expand on their responses, hence using their knowledge of language.
Once teachers spend the time engaging students in meaningful conversations about the text, educators should then choose three to six words that could be deemed difficult for the students to understand, yet could be heard in daily conversation. From this point, students are given the meaning of the word, and the context of how it was used in the story they have previously read. Students then are asked to repeat the word orally, in order to gain a phonological understanding of the word. Finally, students are asked to inform the class when they hear the word used in daily life, or see it in future print.
“Text Talk,” was developed for younger students, yet can be easily used at the middle school level. Through the proper selection of text and strong questioning from the teacher, “Text-Talk” could lead any student to a world of expanded language and vocabulary usage.
By Isabel L. Beck and Margaret G. McKeown
Beck, I.L, & McKeown, M.G. (2001). Text talk: Capturing the benefits of reading aloud experiences for young children. The Reading Teacher, 55, pp. 10-20.
Beck and McKeown (2001) describe an interesting technique entitled “Text Talk” where educators use read-aloud to enhance students’ linguistic and vocabulary development. Teachers choose stories that are word heavy, rather than relying on pictures to tell the story. Teachers elicit responses to posed questions that are asked throughout the read-aloud. In order to get the students to expand on their answer, teachers should repeat the student-given answer and then rephrase it. This technique was found to help students elaborate on their answers, or make connections to their fellow peers answers. Educators are also encouraged to ask probing questions about student responses in order to get students to expand on their responses, hence using their knowledge of language.
Once teachers spend the time engaging students in meaningful conversations about the text, educators should then choose three to six words that could be deemed difficult for the students to understand, yet could be heard in daily conversation. From this point, students are given the meaning of the word, and the context of how it was used in the story they have previously read. Students then are asked to repeat the word orally, in order to gain a phonological understanding of the word. Finally, students are asked to inform the class when they hear the word used in daily life, or see it in future print.
“Text Talk,” was developed for younger students, yet can be easily used at the middle school level. Through the proper selection of text and strong questioning from the teacher, “Text-Talk” could lead any student to a world of expanded language and vocabulary usage.
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