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Almost all children throughout the elementary grades respond positively to being read to (Mendoza, 1985). Many teachers consider reading aloud an important part of their daily routine, primarily so students can enjoy a good story. Being read to provides students with an opportunity to be transported across distance and time, to imagine, and to vicariously take part in experiences beyond the realm of the listener. Through such positive reading aloud experiences a variety of additional benefits are often achieved with little overt instructional support; reluctant readers may be "turned on" to reading, students may be exposed to literature beyond their reading ability and outside their typical reading interests, aural exposure to more complex and formal written syntactic patterns prepares listeners to predict these structures in future print experiences, schema IS expanded through vicarious experiences, and vocabulary is increased. For the pure enjoyment derived, and these additional benefits, reading aloud to students is an invaluable activity.

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