Why Are Read Alouds Online Effective On Student Learning

Internet advertising and its effect on both studies and students.

As a researcher who studies how children learn language, I’ve seen firsthand how when students use American Sign Language and play educational board games with their families, they have better learning outcomes and are more likely to repeat a grade.

Not only do these types of activities alter the brain and activate the neurological systems that generate language learning, they may actually create elements of cognitive autonomy in a way that past reading, writing and arithmetic-based assessments do not.

Using this new model, my colleagues and I now believe it is possible to align classroom learning with real-world behavior and use cutting-edge technologies to directly engage students in real-world activities while incorporating a unique learning system that does not have the existing walls of a traditional classroom.

This is the reason why the reading alouds I conducted in my current book, “Beyond the Standard: Lessons in Child and Adult Learning,” were so valuable to students and educational organizations. A high percentage of schoolchildren in the United States face the same challenges in learning and are at risk of losing motivation and their right to a school year.

Many teachers and administrators have tried – without success – to engage students with reading alouds, but my research shows that even when using classroom space at a distance, they can have dramatic effects on classroom learning outcomes.

If teachers can make these activities more fun and engaging, perhaps they can trigger and shift a child’s underlying behavior, as they would in the book Minecraft. (Lack of attention is one of the primary reasons they pull schooled out of the classroom and homeschool. Our research has shown that Minecraft can almost double grades.)

Using a focus for

A focus-a-brain model explains why these interactive activities may be effective at changing children’s learning and behavior. In our study, families participated in a series of Legos tournaments and streamed the tournaments onto social media using a Minecraft platform.

Legos moved more naturally within a young child’s screen.

Activities on the Minecraft platform gave the children a process to navigate with an immediate, visceral payoff. If they obtained the endgame goal they earned money, and if they lost, they faced a certain disappointment. The risk and reward systems they had already learned about from Minecraft had been combined with the educational scale of real-world Legos. Together, these offered an exciting and engaging learning experience that parents and kids could use to complete homework assignments.

But then we introduced real-life learning to the Legos, and much of the perceived reward disappeared.

With text-based activities, the games are deeply embedded into the teachers’ classroom environment, which leaves the relationship between children and teachers central to how students learn. They are involved with the tasks and goals on an organic level, despite what the text says in the textbook.

As parents and teachers, we know that engaging children can lead to higher interest and better learning outcomes. But we usually assume those benefits will only come when we ask children to teach us.

My approach recognizes that each child is different and each game can be designed to fit the learner and content. It uses a new way of “book reading” – focusing on the process, not the text.

Boomerang learning

So, instead of asking a child to memorize the characters from Captain Underpants and then repeat the names at the end of each lesson, we start with that story and have the child tell us what is a most important message that the hero children learn by doing.

Routines help boost learning levels in children, because children – as evidenced by all their board games and Minecraft sessions – are motivated when they are not alone in their play. Using the learn-from-play model might alter the child’s relationships with their teacher and cause them to finish less homework.

We don’t assume that children know how to use the things they’re learning. Instead, we coach them on how to play and we help them to promote achievement by bringing them closer to learning with as many actions and rewards as possible.

We often make students perform a task that doesn’t really interest them, as a way to get them to think about the things they’re learning.

That system simply doesn’t work when the material you are teaching comes from a play environment.

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