As a student, reading aloud in class was a daunting experience. Our English teacher would ask us to read a paragraph in turns, going around the room. Each time it was my turn, I’d brace myself for what felt like a public performance, often rehearsing silently to ensure I didn’t stumble over words.
But no matter how much I prepared, when my moment came, my heart would race, and my voice would betray me. I wasn’t alone in this anxiety; I often saw my classmates sweat, their voices trembling as they struggled to meet the teacher’s expectations. Those who faltered were sometimes met with laughter or smirks from others. This experience left many of us dreading the simple act of reading, and I couldn’t help but wonder – what was the true purpose behind this practice? Was it to humiliate us, or were we missing the larger lesson?
Reading aloud has long been a fixture of classroom instruction, touted as a tool to engage students, improve literacy, and ensure attention to the material. Teachers often ask students to read passages aloud to the rest of the class, believing it helps solidify learning. On the surface, this seems like a reasonable approach.
Embarrassment
However, for many students, the experience is fraught with anxiety, embarrassment, and even shame. This reflective piece will explore the dynamics of reading aloud in class, the unintended consequences it may bring, and how teachers can adopt more inclusive alternatives that promote both skill development and emotional well-being.
Reading aloud in class is more than just a learning exercise for some students – it’s a high-stakes performance. Students who struggle with reading, perhaps due to dyslexia, language processing disorders, or a slower reading pace, face intense scrutiny. Their difficulties are laid bare before their peers, often leading to embarrassment. This public display of their reading challenges can evoke anxiety and create a fear of participation, driving some students to withdraw from class discussions altogether. For them, reading aloud doesn’t foster growth – it hinders it.
Moreover, even students not diagnosed with reading challenges may still find the experience uncomfortable. Public speaking is widely recognized as one of the most common fears, even among adults. Asking children, particularly those who are shy or introverted, to read aloud can intensify this fear.
When a student is anxious, their ability to perform is compromised. They may stumble over words they would otherwise know, creating a cycle of fear and failure. Over time, these repeated negative experiences can chip away at their confidence, not just in reading but in other academic pursuits as well. A child who feels like they “can’t read” may start to internalize a broader sense of inadequacy.
Children are highly sensitive to the perceptions and judgments of their peers. In a classroom setting, students who falter while reading aloud may quickly become the target of teasing or bullying. This stigmatization cannot have a lasting impact on their self-esteem or their willingness to engage in future classroom activities. The laughter or ridicule of a peer can echo far beyond the classroom walls, affecting a student’s emotional well-being and social relationships.
But even when teasing isn’t overt, the competitive nature of reading aloud in turns can foster a classroom environment that feels more evaluative than supportive. Students may start to view the exercise as a test of their abilities rather than an opportunity for growth. Those who excel may feel proud, while those who struggle may feel inadequate. This dynamic can create a divide, reinforcing the notion that reading is a skill where there are clear “winners” and “losers.”
Beyond the emotional toll, reading aloud in turns may not be the most effective way to develop students’ reading skills. For students who are strong readers, the exercise can feel like a mere formality, something they must endure rather than a challenge that propels them forward.
On the other hand, students who need extra support may not benefit from this public form of instruction. Reading aloud becomes a performance rather than a constructive learning opportunity, with little room for immediate, individualized feedback.
Struggling reader
For the struggling reader, the moments spent reading aloud are filled with anxiety and an acute awareness of their “errors.” But what they truly need is a safe space where they can practice without fear, where mistakes are seen as stepping stones, not stumbling blocks.
So, what can educators do to balance the need for developing reading skills with the emotional well-being of their students? One option is to offer students the choice of whether or not they wish to read aloud. Giving students agency over their participation can alleviate some of the anxiety associated with the activity. The opportunity remains for those who feel comfortable; for others, silent reading or group work may be more appealing.
Incorporating paired reading into the classroom is another effective strategy. This approach allows students to work with a partner, reading aloud to each other in a low-pressure setting. Paired reading encourages collaboration rather than competition, offering immediate feedback from a peer in a supportive manner. It also fosters a sense of teamwork, which can help reduce the stigma often associated with struggling readers.
Silent reading should also be embraced as a regular practice. By allowing students to read quietly to themselves, teachers create an environment where students can engage with the material without the fear of public scrutiny. This not only builds literacy skills but also cultivates a love of reading – something that may be lost when students associate reading aloud with punishment or embarrassment.
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Technology offers additional tools for fostering reading development. Apps and audiobooks, for example, allow students to engage with texts at their own pace. Features like text-to-speech and interactive exercises can be particularly helpful for students who struggle with traditional reading methods. These tools empower students to take control of their own learning, building confidence and competence without the added pressure of performing for an audience.
As teachers, we must ask ourselves: Are we creating environments that foster growth or inadvertently creating spaces where students feel judged and marginalized? While reading aloud in class can be a valuable tool, it is not without its challenges. By offering more inclusive options and acknowledging the emotional impact of public reading, we can ensure that our classrooms remain places where all students feel safe to explore, learn, and thrive.
The ultimate goal of education is not just to impart knowledge but to build confident, well-rounded individuals. When we shift from practices that stigmatize to those that support, we are not only teaching students how to read—we are teaching them how to believe in themselves.
By Kamomonti wa Kiambati
Kamomonti teaches English and Literature in Gatundu North Sub County
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