Reading-Aloud as Complex Art, not Simple Activity: A Cautionary Tale, Part II


  • Dr. William P. Bintz Kent State University



reading aloud, picturebooks, science read alouds, emergent bilingual students, special needs students


This article explores the nuanced art of reading aloud, positioning it as a complex, multifaceted practice rather than a mere activity. Drawing on a personal vignette involving a read-aloud session gone awry, the author, a literacy educator with a deep affinity for picturebooks and reading-aloud strategies, delves into the curricular and instructional implications of reading aloud. The discussion extends into a comprehensive review of literature across five major categories, including the significance of picturebooks and their role in engaging diverse readers like emergent bilingual students and special needs students. Through reflective analysis, the author shares insights on selecting picturebooks, employing effective read-aloud strategies, and the overall impact of reading aloud on children’s literacy development. Concluding with practical tips for educators and caregivers, the article underscores reading aloud as a sophisticated art that enriches the educational experience, advocating for its thoughtful integration into literacy instruction. 

Author Biography

  • Dr. William P. Bintz, Kent State University

    Dr. William P. Bintz, Professor of Literacy Education; College of Education, Health, and Human Services; School of Teaching, Learning, and Curriculum; Kent State University, Kent, OH; email [email protected].

Reading-Aloud as Complex Art (Bintz, 2024)






Research and Practitioner Articles

How to Cite

Bintz, W. P. (2024). Reading-Aloud as Complex Art, not Simple Activity: A Cautionary Tale, Part II. Georgia Journal of Literacy, 46(1), 64–77.

Similar Articles

11-20 of 112

You may also start an advanced similarity search for this article.