How does regular reading aloud affect students’ language development in grades F-3?

Reading aloud is a vital part of school education and is often used as frequently employed as a pedagogical activity in the classroom. However, language-developing read-aloud practices do not occur automatically; they require conscious and structured planning, particularly for children who lack a language-stimulating home environment. The purpose of this literature review is to examine how children’s language development can be promoted through read-aloud activities. The selection of studies was based on specified inclusion and exclusion criteria in order to identify relevant research. Eight articles form the basis of the results presented. Through a thematic analysis, two overarching themes emerged: Reading aloud as a means of language development and Inclusion through digitalization of multilingualism in the classroom. The findings indicate that regular read-aloud sessions have a positive impact on students´ language development, provided they are combined with interaction related to the text that actively engages students. Furthermore, the results demonstrate that reading aloud can be an effective language-developing practice when conducted with a clear pedagogical purpose and structure. The findings also suggest that language development benefits from rich and varied exposure to literature at an early age, in combination with shared discussions that foster language-stimulating dialogue.