08/04/2025
Let me just start this by saying this post is not about asking students to read aloud in class.
A dyslexic student should NEVER be asked to read aloud unless they themselves volunteer to.
This post is about read-alouds, which is when an adult reads a book out aloud to students.
Whilst reading aloud to young children will not teach them to read, there are so many linguistic benefits such as building vocabulary, language comprehension and modelling fluency, not to mention the obvious emotional benefits.
Picture books are lexical reservoirs, this means a collection of words, particularly those found in written text, that expands a child’s vocabulary beyond their everyday spoken language.
Reading one picture book per day provides young children with exposure to 78,000 words a year (Logan, Justice, Yumus, & Chapparro-Moreno, 2019)
But as children grow, and we concentrate more on teaching students how to read, we often overlook the continued benefits that read-alouds have for students and for older students.
Reading aloud is just as important for older kids, especially dyslexic kids.
Reading is harder and slower for dyslexic students. Consequently, they typically read less.
If they are to keep up with their peers academically, then it is essential to find additional ways to expose them to as many words and ideas as possible.
This is a challenge.
Dyslexics often encounter a gap between their reading level and their intellectual level, which can turn them off of reading altogether.
We all agree that children benefit from exposure to stories for their content, structure, and new vocabularies, but reading independently is not the only way to gain access to stories.
Read alouds gives teachers an opportunity to model reading skills like fluency, proper pronunciation, and oral expression. These conditions serve all students, but they are critical to dyslexics and essential in helping us to become proficient readers.