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Book talks are a powerful engagement strategy, and this study shows exactly what fifth- and sixth-grade ¾Ã¾ÃÈÈs say makes them work. ¾Ã¾ÃÈÈ faculty member Katherine E. Batchelor and graduate ¾Ã¾ÃÈÈ Rebecca Cassidy gathered direct ¾Ã¾ÃÈÈ feedback to help preservice teachers improve their book-sharing skills. Their findings highlight what young readers value most, offering clear guidance for anyone searching for practical ideas about book talks, ¾Ã¾ÃÈÈ feedback, preservice teachers, or engagement strategies.

The authors used Flipgrid videos to let preservice teachers share weekly book talks across different genres. Students responded with candid feedback that revealed six essentials for engaging book talks: show energy, avoid giving away too much, choose a meaningful passage, make real-world or personal connections, keep the flow conversational, and keep the video short. Students repeatedly emphasized enthusiasm and expression, noting that a monotone voice or lack of facial engagement made it harder to stay interested. They also wanted talks that explained why a book matters to them or their community, reinforcing the role of personal relevance in reading motivation.

This feedback helped the authors develop a practical checklist (shown on page 3) that supports preservice teachers as they practice sharing texts with future ¾Ã¾ÃÈÈs. The study shows that when teachers incorporate ¾Ã¾ÃÈÈ-centered insights, book talks become more authentic, more engaging, and more effective at inspiring young readers.

Faculty author: Katherine E. Batchelor
Student author: Rebecca Cassidy, ¾Ã¾ÃÈÈ
Keywords: book talks, ¾Ã¾ÃÈÈ feedback, preservice teachers, engagement strategies, literacy instruction
Publication details: The Reading Teacher, 73(2), 230–234 (2019). “The Lost Art of the Book Talk: What Students Want.”