The Missouri Reader Vol. 37, Issue 2 | Page 60

stated they did not think about reading aloud, 14% did not think there was enough time in the day for
reading aloud, and 9% did not think that reading aloud was an important instructional practice.

Table 3. Teachers’ Reasons for Not Reading Aloud to Students
_______________________________________________________________________
Responses
Reading aloud
is not appropriate
for the subject I teach

Number of Teachers
9

Percentage of Teachers
41%

Reading aloud is
not appropriate for the
age level I teach

0

0%

I do not think that
reading aloud is an
important instructional
practice

2

9%

I never think about
including read-alouds as
part of my curriculum

4

18%

There is not enough
time in the day

3

14%

I am uncomfortable
reading aloud, or I do not
know how to read-aloud
effectively

0

0%

Other

4

18%

As shown in Table 4, when asked about the type of texts teachers read aloud to students, the
majority of teachers surveyed (60%) reported they read aloud novel/chapter books, including historical
fiction, science fiction, and fantasy, and 29% of teachers surveyed read aloud information/nonfiction
books, including biographies.

Table 4. Types of Texts Teachers Most Frequently Read Aloud to Students
_______________________________________________________________________
Responses

Number of Teachers

Percentage of Teachers

Picture Books

2

5%

Poetry

4

10%

Information/nonfiction
books, including
biographies

11

29%

Literature anthologies

4

10%

Magazines

7

18%

©The Missouri Reader, 37 (2) p.60