Interactive Book Reading

IRB Dental Health.png

Purpose:

The purpose of Interactive Book Reading (IBR) is to focus on the use of the target vocabulary within a rich context; it is not a reading comprehension activity. There are several reasons to use IBR for vocabulary learning. First, repeated readings of books increases the number of exposures to target vocabulary within the context of the book. Second, the questions support students’ learning of the target words by having them think and talk about, or use the target words within the context of the book. Finally, the variety of questions support higher level thinking.

The three types of questions asked during an IBR are described below along with sample questions from Looking After Me:  Teeth, by Goferly and M. Gordon:

1. Competence Questions:  These questions have answers that can be found directly in the text or pictures of the book. Competence questions give students an opportunity to practice saying the target words and attach meaning to them based on the context of the book. Sample question:  "How many times a day are you supposed to brush your teeth?" (from pg. 17)
2. Abstract Questions:  These questions require students to predict, infer, and/or solve problems related to the events of the book. Abstract questions give students a chance to gain a deeper understandings of the target words and unit concepts. Sample question:  "Billy has chicken flavored toothpaste.  Why is it different than toothpaste for people?" (from pg. 15)
3. Relate Questions:  These questions ask students to connect their own experiences to the book. Relate questions give students a chance to understand how unit concepts and target words are connected to their own lives and experiences. Sample question:  "What do you like to chew with your molars?" (from pg. 21)

Preparation:

1. Identify where the target words appear in the book. Target words can appear in the text or pictures of the book.
2. Create three questions, one of each type, for each reading (six questions total per book). Vary questions by type and target word, but strive for questions that elicit student production of the target words. 
3. Write each question on a separate sticky note.
4. After preparing the questions, decide which questions to ask during the reading and stick them on the appropriate page (i.e., the page on which the target word appears). Keep in mind that each book will be read twice.
5. Practice reading the book (orally, signed, or through Total Communication), pausing to ask questions. Script anticipated student answers and plan how to respond to reinforce use of the target word or to orient the student toward the target word.

Procedures: 

Introductory Bookwalk: Before reading a book for the first time, you may want to introduce the book through a Bookwalk. We recommend Bookwalks with young children (PS-3rd grade), but teachers can use their judgement to use Bookwalks with older students. Bookwalks help to build background and concepts. If students are not familiar with Bookwalks, model a bookwalk with an unrelated book before starting the unit. Introduce each unit book with a Bookwalk before the first IBR reading using the following procedures: 

1. Before starting the Bookwalk, decide if the teacher or the student will lead.
2. Prepare questions or prompts to use if student does not start talking about the book on his/her own.
3. Read the title of the book and the author to the student.
4. Explain that you will only be looking at the book today, not reading the words.
5. Turn to the first page, and prompt the student to talk about the book. For example, “What do you think is happening in this picture?” Continue with the rest of the book in this fashion.

Interactive Book Reading Procedures: 

1. Introduce the book by reading the title and author to the student.
2. Tell students they should pay attention while you read because you will ask a few questions. Tell students to listen for the target words.
3. Begin reading the book. Whether signing or reading orally, the text of the book should be read as it is written, not summarized. In this way the student will get to hear or see the word in the context in which it was intended by the author.
4. When you turn to the page with a question, remove the sticky note so it does not distract the student, read the text, and stop to ask the question when appropriate.
5. While reading, keep the student focused on the text and target words, avoid lengthy conversations or explanations. In this way, the integrity and purpose of the IBR is maintained so that the teacher and the student can focus on the flow of the book and the target words.

For children who prefer sign language:

1. Read the book, don’t just summarize the story. Summarizing the story does not help the student learn that books can be read and that the print can be connected to sign and fingerspelling.
2. Position the book so that the student can see the text and your signing at the same time.

Interactive Book Reading Demonstration Videos:

• Bookwalk (signing students)
• Competence Question (spoken language)
• Abstract Question (spoken language)
• Relate Question (spoken language)