Abstract
AbstractThe responses children make during read‐alouds bridge meaning from stories. Educators must grasp the value of children's responses and reactions to literature. Children's discourse is central to the reading process; thus, children must be allowed to participate in this learning process. Due to this, the read‐aloud process in the classroom should focus on the quality of interactions for the sake of literacy growth and development. Engaging learners in read‐alouds permits them to communicate with the teacher and peers, fosters space for ideas to be valued, and results in a community of learning.
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