What if early reading instruction was more like dance class? This article shares findings from a study of young children’s and adults’ perceptions of embodied read-alouds. Embodied read-alouds are a form of interactive read-aloud that intentionally incorporates creative movement dance. The qualitative case study described here evolved from young children’s comments suggesting school read-alouds should be more like the ones they experienced at their dance studio. Specifically, the embodied read-aloud approach executed by one dance teacher (second author) is analyzed and synthesized, and key elements are identified and discussed in relation to empirical research and Embodied Cognition Theory. Findings suggest creative movement dance may complement more traditional approaches to reading aloud and young children can recognize some of the research-supported benefits of integrating opportunities for movement into read-alouds. The article also offers tips for bridging the gap between incorporating movement into reading instruction in the dance studio and general classroom.
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