Estimated reading time: 16 minutes

Evaluating the impact of read-alouds for older students (grades 4+)

Just as educators like you use data for instructional decision-making, Kids Read Now turned to current research to answer the question: Is reading aloud to students after K-3 really worth it, or are we simply wasting valuable instructional time?

Research is clear about the benefits of reading aloud for our younger students. In this article, you’ll learn what the experts have to say about the practice for children of all ages, particularly older students. You’ll also explore how reading aloud from novels and chapter books impacts literacy.

Jump in and decide for yourself: Are novel read-alouds for older students worth your time?

“The single most important activity…”

There’s a common misconception that read-alouds are only beneficial for younger children. Many educators and parents assume that once students can read independently, it’s time to shift focus entirely to silent reading and other instructional activities. But research shows that’s not best practice.

As educators, we know your time is precious. You constantly question how to maximize instructional time to ensure the greatest impact on student learning.

So when it comes to older students who can read independently, is it really worth carving out time for novel read-aloud sessions? Research tells us that the answer is a resounding YES.

Not only is reading aloud beneficial for students learning to read, but it also plays a critical role in the literacy development of older students who are reading to learn. Reading aloud from novels and chapter books fosters a range of essential skills, from vocabulary expansion to social-emotional growth.

In fact, reading aloud to children has been called “the single most important activity for building the knowledge required for eventual success in reading.”

Reading aloud to older students isn’t just worthwhile; it’s essential.

Research-backed benefits of read-alouds for older students

Expanding vocabulary and modeling fluency

Novel read-aloud sessions are also a powerful tool for expanding students’ vocabulary and modeling fluent reading.

When students listen to complex texts read aloud, they are exposed to rich language and advanced sentence structures that they might not encounter in everyday conversation or even in their own reading. This exposure is key to building a strong vocabulary and understanding how language works.

Doug Lemov, co-author of Teach Like a Champion, neatly captures the effect of read-alouds on vocabulary when he refers to the approach as the “sweet spot for vocabulary development: maximum number of rare words per minute; maximum degree of additional information to expand and cement meaning.”

Notably, Lemov also emphasizes that the “sweet-spot-ness of reading aloud does not abate as students get older.” In fact, he says, it’s even more critical for older students to hear “written discourse read aloud” as vocabulary becomes increasingly complex and discipline-specific.

This aligns perfectly with Kids Read Now’s goal of expanding students’ vocabulary and improving reading fluency.

Deepening comprehension beyond basics

Perhaps the most significant benefit of reading aloud to older students is the unique opportunity it provides to build comprehension without the hurdle of decoding.

When students listen to a novel read aloud, they can focus entirely on understanding and interpreting the text. They are free to engage with the material on a deeper level without being bogged down by the mechanics of reading words on a page.

This is particularly important for older students. Here’s why…

Typically in education, when we mention “comprehension,” we think of a set of skills — visualization, inference, prediction, questioning, making connections, etc. — and we’re right! These relatively basic skills are rooted in mental processes that children already acquired when they developed oral language. They enter school with these language comprehension processes already in place, however, their brains have not created specialized reading comprehension processes… yet.

As students progress through grade levels, reading requires increasingly complex comprehension processes. Unlike comprehension in primary grades, these new, complex processes must be explicitly taught.

Daniel Willingham puts it plainly in his Science and Education blog: “We should differentiate kinds of comprehension.”

Comprehension evolves as students age

Let’s break down the differences between comprehension for younger and older students…

	Comprehension for Primary Grades	Comprehension for Intermediate and Secondary Grades
Age	Grades PK – 3	Grades 4+
Lit Context	Learning to read	Reading to learn
Foundation	Comprehension processes develop naturally alongside oral language	Comprehension processes don’t exist until introduced
Acquisition / Development	Comprehension skills build on existing processes based in oral language	Comprehension skills must be specifically learned
Timing	Children arrive at school with basic skills	N/A until about 4th grade
Use	Used to understand the gist of a story; who, what, when, where, why	Used for sophisticated analysis, evaluation, forming arguments, discipline-specific analysis (e.g., foreshadowing in a fiction novel vs interpreting historical documents)
Academic Instruction	Naming and recognizing existing processes and applying to reading	Explicit teaching of specific new concepts, mediated practice, independent practice,
Improvement	Processes do not improve with practice because they developed naturally	Processes improve with practice because they were taught
Trajectory	Mastered typically by 4th grade	Continue with increasing complexity and/or application in different contexts
Example Skills	Prediction, questioning, making connections, inference, summarization, visualization	Correlation vs causation, evaluating the quality of a piece of writing, paragraph structuring
Assessment	Majority of comprehension questions on standardized tests; used in research on comprehension, sometimes exclusively	Not typically addressed on normed assessments; often overlooked in research on comprehension; can be more nuanced and subjective to assess

Participation and practice, practice, practice

So, how do we help intermediate- and secondary-aged students develop those comprehension skills that must be taught and practiced? By reading aloud from novels, of course!

Novel read-alouds provide golden opportunities for students to learn, practice, and apply complex comprehension skills at or above their grade level.

The right novel will have students in grades 4+ applying critical thinking, evaluating different interpretations, and hearing others’ opinions. All students can collaboratively and actively participate regardless of the reading “level” by which they’re often defined.

Beyond academics — an approach for the whole child

While it’s clear that reading aloud to older students can improve their academic skills, its benefits extend far beyond the classroom. As you likely know, reading aloud can be a powerful approach for supporting the whole child, both academically and emotionally.

This goes for students in the primary grades and beyond…

Life skills through inclusivity

One of the most powerful aspects of novel read-alouds for older students is the far-reaching and flexible ability to foster life skills. When teachers read novels aloud, students have the opportunity to connect deeply with characters and explore diverse perspectives in a safe, communal space.

These shared literary experiences help students develop empathy, social awareness, and emotional intelligence — skills that are crucial both in and out of the classroom.

Reading aloud from chapter books can also serve as a gateway to historical and cultural knowledge. Through the stories we — or they — choose to read aloud, students can explore different time periods, countries, and cultures to see the world through the eyes of others, enriching their understanding of identities and differences.

By 4th grade and beyond, students bring even more years of experiences and background knowledge to the table than primary cohorts.

And while read-alouds provide platforms to highlight linguistically and culturally diverse student successes, educators must be sure to scaffold. Research supports the use of sheltered instruction techniques shown to enable sustained thinking and improve vocabulary.

Like you, Kids Read Now is committed to supporting cultural responsiveness through literature. By selecting novels that offer varied perspectives and historical insights, we can guide students to connect with and understand the complexities of the world they live in.

Confidence through choice

Offering choice is not new for Kids Read Now. We’ve observed how book choice empowers elementary reading successes. In fact, we’ve always offered choice because we understand that every educator, school, student, and family has unique needs, wants, and interests.

You’re certainly aware of the well-documented power of choice in educational research, but you might be wondering what choice has to do with novel read-alouds for older students.

Authors Barbara Marinak and Linda Gambrell clarified the connection in an EdWeek interview discussing their book No More Reading For Junk: Best Practices For Motivating Readers:

“Several of our studies revealed children’s desire to be involved in selecting books. They expressed a desire for choice in the teacher read-aloud. We heard comments that students do not enjoy the teacher read-aloud because ‘he/she never asks me what I want to hear,’ ‘he/she always reads girl books,’ or ‘he/she never reads things I am interested in.’ Inviting students to help select the teacher read-aloud is a powerful and easy way to offer choice. In fact, when this is an option in classrooms, we’re amazed by the newfound enthusiasm for the teacher read-aloud.”

The joy of reading is deeply intertwined with the freedom to choose. Both are cornerstones of the Kids Read Now program. We know that when children select their books, their engagement skyrockets, making them three times more likely to immerse themselves in the pages. This feeling of autonomy is one reason why book choice empowers elementary reading success.

Intrinsic motivation through pleasure

One of the most rewarding outcomes of novel read-alouds is the magical motivation they can inspire in students.

What’s the key to that magic? Simple pleasure.

Not all students take pleasure in reading. Like most of us, students who find an activity difficult and tenuous — reading, in this case — will probably not enjoy it and will lose interest.

Psychologist Daniel Willingham, who studies the applications of neuroscience and cognitive psychology in K-12 education, recommends that schools set aside at least 15 minutes a day for pleasurable reading experiences. This “is the best solution [he] can see for a student who has no interest in reading,” because “it offers the gentlest pressure that is still likely to work.”

Intrinsic motivation is central to Kids Read Now’s mission of creating positive literary experiences and fostering a lifelong appreciation for reading. By making reading a joyful and engaging experience, we can inspire students to explore new stories and develop a passion for reading that lasts even beyond high school.

Engagement through shared literary experiences

The predictable, ongoing reading experiences that novel read-alouds create can help foster a sense of community in your classroom.

“One source — probably the primary source — of positive reading attitudes is positive reading experiences.”

— Daniel Willingham, Professor of Psychology, University of Virginia

The experience of collectively listening to a common story can strengthen student bonds as they discuss it with peers and teachers. These conversations help expand their interest in various genres and topics, too.

At Kids Read Now, we intentionally leverage the power of shared literary experiences. In fact, each book mailed out by our partner schools includes Discovery resources for parents inside the front cover, and our website offers Discover More extension activities.

Together with educators like you, we can model and promote collaborative reading experiences that help students and families develop a deeper appreciation for literature and for each other.

Extending the impact of read-alouds with novels

While students of all ages benefit from the practice of reading aloud, older students have the exciting capacity for longer stories. Consider the unique implications of choosing a novel / chapter book when you select your class’s next read aloud text. (Or better yet, let your students choose one!)

Extending comprehension skills over time

Chapter books encourage students to infer meaning and visualize complex scenes, which aids in deeper comprehension. When listening to a novel read aloud by their teacher, students develop these skills in a guided and supportive environment.

By integrating novel read-aloud sessions consistently, educators can create a space that supports students’ development of complex ideas, text comprehension, and story development.

This approach offers dual benefits — a built-in block of pleasurable reading time for students to simply enjoy, while also targeting grade-level ELA standards as needed.

Sustaining stamina and engagement

The length and complexity of chapter books help students build reading stamina and become more deeply engaged with the material. Chapter books help build stamina for readers and a deeper connection to text through more complex language and texts.

As with most learning, multiple short bursts tend to work better than longer sessions that test the attention spans of even the oldest students (and teachers). This is good news for your packed schedule and for students’ retention of information.

Deepening emotional connections through character development

Chapter books allow students to form strong emotional connections with characters, enhancing empathy and understanding of complex themes. These emotional connections are a key component of developing a love of reading, empathy for others, appreciation of differences, and a deeper understanding of the human experience.

When talking to parents or educators about this type of learning, you can point out that social skills are positively correlated with and predictive of academic outcomes, including grades, attendance, and even college graduation.

Simply by reading aloud to older students and reading aloud using novels, educators frame reading in lasting, critical ways. First, listening to read-alouds clarifies that reading is more than just words on a page.

Second, read-alouds demonstrate that the true purpose of reading is to make meaning.

And lastly, the experience of read-alouds exemplifies how the meaning-making process can be pleasurable and worthwhile!

Practical tips for implementing novel read-alouds

Educators and parents — Check out these specific suggestions for how to structure reading aloud with your kids!

Select the right novels for your audience — and have fun with it!

Choosing novels that are engaging, challenging, and mind-opening for older students is key.

Auditory comprehension doesn’t require students to be able to decode at any particular level, so it’s a perfect opportunity to explore complex, age-appropriate themes that will captivate and challenge them.

In fact, expert educators often specifically recommend not choosing books that students can access independently in order to maximize the impact of read-aloud time. Dr. Steven Layne, author of In Defense of Read-Aloud: Sustaining Best Practice, generally guides teachers to “consider selecting the majority of read-alouds from texts written one to two grade levels above the grade level [they] are teaching.”

Keep in mind that the criteria for picking read-aloud chapter books for older students are different than for decisions about independent or instructional texts (i.e., considering each student’s Zone of Proximal Development).

“’The listening level of a child (the level at which he hears and comprehends text) is significantly higher than his silent reading level’ until the two converge around grade 8. This makes reading aloud ‘the medium for exposing students to more mature vocabulary, more complex literary devices, and more sophisticated sentence structures than they would be finding in the grade-level texts they could navigate on their own.’” –

Dr. Steven Layne, as quoted by Dr. Gene Kerns, Renaissance CAO/VP, co-author of Literacy Reframed: How a Focus on Decoding, Vocabulary, and Background Knowledge Improves Reading Comprehension

Create an engaging, interactive read-aloud environment

Make read-aloud sessions interactive and engaging by using expressive reading, asking open-ended questions, and encouraging participation from all students.

Interactive read-alouds are aptly named and particularly effective.

According to Successful Read-Alouds in Today’s Classroom, an interactive read aloud is a “systematic approach to reading aloud where the teacher models vocabulary development, reading fluency, and comprehension strategies, and requires the students to interact and become participants in their own learning.”

Read-aloud time is the perfect opportunity to invite students to participate who typically struggle to access grade-level material. This might include students with disabilities or reading difficulties like dyslexia, emerging multilingual learners (i.e., ELs), students below proficiency in reading, and readers with phonics or fluency deficits.

What better way to build confidence than engineering opportunities for struggling readers to show off their powers of language comprehension and feel successful among their peers?

Intentionally block read-aloud time in your schedule

Even on a tight classroom schedule, it’s almost always possible to fit in novel read-aloud sessions.

Not buying it? Try one or more of these teacher-tested read-aloud time hacks:

Consistency is key, and short sessions of 5-15 minutes can make a big difference. Focus on quality interactions rather than lengthy sessions to maximize the impact of your read-aloud time (and accommodate short attention spans).

Shoot for adding novel read-aloud time to your daily routine so students can predict what to expect. But don’t worry if it can only happen a few days a week; some is better than none!

It’s OK if it takes a while to finish a novel. In fact, it can help students build stamina and track changes in their understanding over time.

Small investment, longtime benefits

Incorporating novel read-alouds into literacy instruction after K-3 is not just a valuable use of time — it’s an investment in the future. The comprehensive benefits for older students, from vocabulary expansion to emotional development, far outweigh the minimal time commitment required.

At Kids Read Now, we encourage educators and parents to make novel read-alouds a priority in their routines. By dedicating just a few minutes each day to reading aloud, you can help foster a love of reading and literature in students of all ages.

In research and at Kids Read Now, there’s no question… Reading novels aloud to older students is worth it!