CHAPTER ONE Reading Aloud: A Brief History and the Issues and Importance of Technology Inclusion Reading aloud is a societal good. Reading is a fundamental skill that will impact individuals throughout their lives. As a result, reading should begin early and persist throughout life to help ensure success (Anderson et al. 1985). Reading aloud is a shared experi- ence that can cut across boundaries of age, race, gender, and economics to impact reading success. All come as they are to the read-aloud with equal opportunity to listen and learn. We have a shared and research-supported understanding that the read-aloud experience can positively impact myriad literacy development skills, motivation to read, and academic performance (Adams 1990 Anderson et al. 1985 Duursma, Augustyn, and Zuckerman 2008 Goldfield and Snow 1984 Keller 2012 Krashen 2004 Ross, McKech- nie, and Rothbauer 2006 Trelease 2006). A few of the early reading skills impacted are letter recognition, an under- standing that print represents the spoken word, book mechanics (holding and turning pages), basic story structure, syntax, and grammar (Duursma, Augustyn, and Zuckerman 2008). Reading aloud can expose and connect learners to powerful concepts such as story elements, genres, vocabulary, authors, and illustrators. Reading aloud encourages vocabulary building. Beyond encouraging exposure to vocabulary-building text, as an added ben- efit, children’s books contain 50 percent more rare words than popular tele vision (Duursma, Augustyn, and Zuckerman 2008).
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