Skip to Main Content

Lehman College Read Aloud Resource

Education Librarian

Profile Photo
Alison Lehner-Quam
Leonard Lief Library
250 Bedford Park Blvd. West
Bronx, NY 10468


Read Alouds at the Child Care Center and at the Speech & Hearing Center bring high quality picture books and engaging readings to the Lehman College children. Readings this semester include:

February 14, 2020

Reader:  Alison Lehner Quam read: Bear and Wolf, Ducks!, One Fox, The Perfect Seat, and Room on Our Rock.

January 31, 2020

Reader: Vanessa Arce Senati read Music Class.

December 13, 2019

Readers:  Rebecca Arzola and Alison Lehner Quam read: Best in Snow, Daniel's Good Day, Santiago Stays, and Wolf in the Snow.

November 22, 2019

Reader:  Alison Lehner Quam read: Field Trip to the Moon, Leaf Man, and Leaves.

November 20, 2019

Reader at the Speech & Hearing Center: Alison Lehner Quam read: Apples and Robins, Hungry Bunny, and Leaves.

October 4, 2019

Reader:  Alison Lehner Quam read: Freight Train, Knit Together, Puddle, So Light, So Heavy, and When Andy Met Sandy.

September 6, 2019

Reader:  Alison Lehner Quam read: The Book Hog, Peek-a-Bruce, Puppy Truck, and Stomp, and Where are You?

Tips for Reading Books to Children

1. Introduce the title of the book, author, and illustrator. It is valuable for children to know that the books have been created by people. The more that they are familiar with the creative output of others the more prepared they will be to share their own stories. Engage the child in a conversation about what they notice in the front cover of the book.

2. Make sure that the children can see the book—and the text and the illustrations as you read the story.

3. Introduce a theme or issue in the book by asking the children an open-ended question. This engages the children before they listen to the book.

4. When you are into the text ask the children to guess what will happen next in the story. You'll be encouraging them to predict and wonder.

5. Let the children see your mind at work by wondering and thinking aloud. Modeling the thought process will help them see themselves as thinkers and will encourage them to express their own ideas.

6. At the end of the story ask a reflective open ended question. This will give the children a chance to respond to the reading and will help you assess their understanding of the story. Ask them to talk about the characters they met in the story, and to share what they thought and wondered.

Church, E. B. (2007). “Reading aloud artfully.” Scholastic Early Childhood Today. January/February, 5.
Coiro, J. (2000). “Why read aloud?” Early Childhood Today. 15(2), 12.
Marrus, Iris. (2012 Fall Term). Lectures from Developing Music Appreciation in Early Childhood Settings, Birth to Grade 2. Bronx: Lehman College.
McGee, L. M. & Schickedanz, J. (2007). “Repeated interactive read-alouds in preschool and kindergarten.” The Reading Teacher. 60(8), 742-751.
Ray, K. W. & Glover, M. (2008). Already ready. Portsmouth, NH: Heinemann. 145.

Suggested Readings

Amsberry, D. and Rojas, A. (2005-2006) "Connecting academic libraries and early childhood literacy: Story time on campus." JLAMS 2(1) 5-16

Fox, Mem. (2001). Reading magic : Why reading aloud to our children will change their lives forever. New York: Harcourt. Call number: Education - LB1042 .F64 2001

McGee, L. M. and Schickedanz, J. (2007). "Repeated interactive read-alouds in preschool and kindergarten." The Reading Teacher. 60(8). 741-751.

Ray, K. W. & Glover, M. (2008). Already ready: Nurturing writers in preschool and kindergarten.  Portsmouth, NH: Heinemann.

Need More Help:

Ask a librarian in 24/7 Chat or
Schedule a consultation with education librarian, Alison Lehner-Quam,