Abstract
Read‐alouds are a common component of literacy instruction. However, research on the method for providing read‐alouds is limited. To determine if there was a common set of implementation practices, the authors examined the read‐aloud practices of 25 teachers who were nominated by their administrators as experts. From these data, the authors identified several factors common to read‐alouds. The authors then observed 100 additional teachers to determine how common each of these factors were in read‐alouds.
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