Making the Move Online: Interactive Read‐Alouds for the Virtual Classroom

Abstract Interactive read‐alouds are a mainstay in traditional literacy classrooms because they support wide‐ranging goals in reading development. As educators make the transition to virtual classrooms, it is paramount that core practices, such as the interactive read‐aloud, are intentionally adapted to ensure that their purpose remains central to their use. Although the production of digital read‐alouds has flourished during the recent pandemic, many of these videos lack key components necessary to foster meaningful literacy growth. Educators need to be aware of the affordances and limitations offered by digital read‐alouds to analyze and create materials for classroom use. In this article, we offer resources to guide intentional planning to ensure that digital read‐aloud experiences go beyond passive student consumption. In addition, specific recommendations illustrate how digital read‐alouds can be positioned within synchronous and asynchronous classroom activities to preserve and amplify the sociocultural element that can be more challenging to maintain within virtual environments.