World Read Aloud Day: A Commitment That Starts With Leadership

On February 4, World Read Aloud Day, we celebrate the simple act of reading aloud — but for school leaders and educators, this day is also a reminder of a deeper responsibility. Reading aloud is not just a classroom moment; it is a practice that shapes how students experience language, comprehension, and connection both in school and at home. 

At The Rose Institute for Learning and Literacy, professional learning emphasizes that strong literacy outcomes are sustained when administrators and teachers intentionally protect, model, and reinforce read-aloud as a core instructional practice — not a one-day celebration. 

Why Administrators Matter in Read-Aloud Instruction

Read-aloud thrives when leadership values it. When administrators understand the research behind oral language, prosody, and fluency, teachers receive a clear message: this work matters. 

Rose Institute learning sessions ground leaders in the understanding that: 

• Students must hear fluent, expressive reading before they can produce it independently.
• Prosody — phrasing, pacing, and intonation — is not decorative; it reflects comprehension.
• Oral language development is foundational, especially for multilingual learners and students building academic vocabulary.

When administrators reinforce these ideas through walkthroughs, coaching conversations, and scheduling decisions, read-aloud becomes a sustained practice rather than an occasional activity. 

What Teachers Are Taught — and What Leaders Reinforce 

Through the Rose Institute's professional learning, educators are guided to use read-aloud with purpose. Teachers are trained to: 

• Read with intentional expression, modeling how meaning lives within the text
• Pause strategically to support comprehension and vocabulary without disrupting flow
• Use rich texts to strengthen oral language and academic discourse
• Connect read-aloud to fluency instruction so students internalize what strong reading sounds like

Administrators, in turn, learn how to observe, support, and protect these practices — ensuring consistency across classrooms and grade levels. 

Extending Read-Aloud Beyond the Classroom

One of the most powerful messages schools can send families is that reading aloud belongs at home, too. 

When schools prioritize read-aloud, families begin to understand that: 

• Children benefit from hearing stories at any age
• Reading aloud builds confidence, connection, and language development
• You don’t need to be a “perfect reader” to be an effective reading model

By encouraging teachers to communicate the value of read-aloud to caregivers — through newsletters, family literacy nights, or take-home strategies — administrators help extend literacy learning beyond the school day. 

A Moment to Recommit

World Read Aloud Day is not just about choosing a favorite book. It’s about recommitting to a practice that requires leadership, intention, and continuity. 

When administrators champion read-aloud, teachers feel supported. 
When teachers model fluent reading, students grow confident. 
When families continue the practice at home, literacy becomes a shared responsibility. 

On World Read Aloud Day, we invite school leaders and educators to reflect: 

• How is read-aloud protected and prioritized in our schools?
• How are we supporting teachers in modeling fluent, expressive reading?
• How are we inviting families into this work?

Reading aloud brings stories to life — but more importantly, it builds readers for life. 

What’s your favorite book to read aloud — and why? 
How are you helping keep read-aloud going in classrooms and homes? 

About the Rose Institute for Learning and Literacy

The Rose Institute for Learning and Literacy was founded at Manhattanville in 2013 when Sandra Priest Rose established an endowment to ensure that as many students as possible have teachers who are trained in the most effective research-backed literacy instructional methods. The Rose Institute offers graduate coursework and advanced certificates through Manhattanville and professional development opportunities both in-district and through several partner BOCES. 

Manhattanville University School of Education

The School of Education undergraduate and graduate degree programs prepare PreK-12 teachers and administrators, higher education and community leaders, and educational industry entrepreneurs. Having served the tri-state area for over five decades, the Manhattanville School of Education guides new generations of educators to become leaders in their field through unrivaled community-based field experiences in over 25 area schools and educational agencies.

Our graduate and doctoral programs offer a blended learning experience with online, in-person, and hybrid courses, which provide our students with the flexibility and resources they need to fulfill their educational goals.