Convinced of its value, a third-grade teacher gathers her students as she begins to read one of her favorite stories aloud . After a few minutes, she feels that the students are not responding optimally and she must make a decision: should she interrupt the oral reading and intervene in some way or continue reading? She will make this decision countless times while reading aloud. The consequences of these decisions will undoubtedly have a significant effect on students' experience and will most likely affect their learning. Several studies have shown that the way texts are read aloud to students can have a significant impact on vocabulary development, comprehension, and literacy development. (Brabham and Lynch-Brown, 2002; Oulette, Dagostino and Carifio, 1999; Brannon and Douksas, 2012; Elley, 1989; Whitehurst et al, 1994). Many studies suggest that read-aloud styles that encourage active student participation are more effective in promoting word learning (Brabham & Lynch-Brown, 2002; Dickinson & Smith, 1994; Fisher, Flood, Lapp & Frey, 2004; Senechal, 1997; , Thomas and Monker, 1997; Wood, Pressley, Turnure and Walton, 1987). Lo (1997) found that students of all abilities drew more conclusions in response to comprehension questions in the “co-construction” conditions than in the questioning or control conditions. Sipe (2000) points out that the wide and rich variety of student responses to the text he encountered "were so often of the moment and in the moment, [that] withholding the response at the end of the reading would be tantamount to having been , in many cases, to lose it” (p. 272). Although our teacher's initial decision about whether or not to interrupt her reading aloud was quite specific, the recommendation...... middle of paper.... ..effective, few Attention has been devoted to the development of teaching methods likely to promote the automaticity of comprehension strategies. (p. 68) This explains the focus of the proposed research on note-taking, text coding, questions, and marginal comments. The ratings sought in research constitute tangible evidence of active treatment. Such notations keep student readers clearly focused on the content of the text and are likely to serve as vehicles for implementing comprehension strategies. The research will not answer the question of whether readers need explicit instructions on the strategies themselves. Tracking the type of interruption and whether it is more strategy or content oriented would begin to answer the question of whether and which of these approaches more effectively promotes and maintains active reading and word processing habits..