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          <dc:identifier>https://hdl.handle.net/2286/R.I.62323</dc:identifier>
                  <dc:rights>http://rightsstatements.org/vocab/InC/1.0/</dc:rights>
                  <dc:date>2020-12</dc:date>
                  <dc:format>29 pages</dc:format>
                  <dc:language>eng</dc:language>
                  <dc:contributor>Coffman, Courtney Elizabeth</dc:contributor>
          <dc:contributor>Giorgis, Cyndi</dc:contributor>
          <dc:contributor>DeBiase, Jessica</dc:contributor>
          <dc:contributor>Educational Leadership &amp; Innovation, Division</dc:contributor>
          <dc:contributor>Division of Teacher Preparation</dc:contributor>
          <dc:contributor>Barrett, The Honors College</dc:contributor>
                  <dc:type>Text</dc:type>
                  <dc:description>Reading aloud is an experience that provides children with cognitive and social emotional&lt;br/&gt;benefits. Fathers are often not a part of this experience due to outdated gender roles that have led&lt;br/&gt;to the classification of reading as a feminized activity. This review discusses the literature&lt;br/&gt;surrounding the cognitive and social-emotional benefits of reading aloud to children. In addition&lt;br/&gt;to academic literature, this paper takes into account the experiences of educators and parents&lt;br/&gt;shared through social media and literacy organizations external to academia due to their presence&lt;br/&gt;on the front lines of the reading aloud. This paper is divided into five sections, each of which&lt;br/&gt;addresses a different domain of the read aloud practice. The first section is a personal narrative in&lt;br/&gt;which the author shares a story surrounding her experience with read alouds to provide context&lt;br/&gt;on why this topic was chosen for her undergraduate thesis. Section two addresses the importance&lt;br/&gt;of read alouds in a child’s literacy journey and serves as a framework for the remainder of the&lt;br/&gt;review. Section three discusses the vitality of the participation of fathers in the practice and&lt;br/&gt;includes the explanation of the feminization of reading and the implications of the lack of fathers&lt;br/&gt;within the read aloud experience. Section four discusses the implications of fathers taking an&lt;br/&gt;active role in reading aloud. Lastly, section five serves as a resource pool for fathers, including&lt;br/&gt;tips, a guide to community resources, and sample book lists.&lt;br/&gt;Keywords: read aloud, gender roles, educator, literacy, parents, fathers</dc:description>
                  <dc:subject>read aloud</dc:subject>
          <dc:subject>Gender Roles</dc:subject>
          <dc:subject>Literacy</dc:subject>
          <dc:subject>Parents</dc:subject>
          <dc:subject>Fathers</dc:subject>
                  <dc:title>The Read Aloud Revolution: An Examination of the Read Aloud Practice and the Roles Fathers Play</dc:title></oai_dc:dc></metadata></record></GetRecord></OAI-PMH>
