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Stories is very important and has many benefits for the early childhood because the stories can be used to learn about a specific subject, expand the kids vocabulary, practice pronunciation, creativity etc. Depending on how the teacher chooses to use the stories in the classroom, it can support and develop the kids reading, listening, writing and speaking skills. Stories can be used to give the kids a varied and playful language where they has possible to be creative with the language, but the teacher has to make space for the kids in the stories, choose good kids litteratur and give space for the freedom to play with the language. Out from those criteria I have chosen in this topic I will concentrate on reading aloud used at dialogic reading in a classroom and what affect that has on the kids. Dialogic reading means that the teacher involving the kids in the reading, this method can be used for the whole group of young learners and the teacher can varied the question, the reading and the stories to fit the kids english level and age. There are three phases in dialogic reading. The three phases are: before the teacher reading aloud the book, under the reading and after the reading. First phase is before the reading. The teacher finds the main focus for the class like expand their vocabulary, practice pronunciation, learn the colors etc. After setting a goal the teacher has to choose a story there match the main focus and then practice to read it out loud. The book should contain some visual and some written. The book should also not always give the answer but let the kids reflect on what they see and what they read. Second phase is the reading phase with the kids in the classroom. The teacher is involving the kids in the reading and in creating the story. Some example can be the teacher is asking ''What do you think is happening in this picture?”, “can someone explain what this word means here?” etc. The question will depend on the main focus of the class. The teacher will also make space in the reading to the kids can ask questions, create their own stories etc. The third phase is when finish the reading. In this phase the teacher will talk with the kids about the story. Like in phase two, the conversation is going to depend on the main focus of the class. The questions could be: “What is the written piece about?”, “Did you learn some new words?”, “Someone remember what color the animals had?” etc. In dialogic reading the teacher see the young learners as competent reader, even in their young age they have the possible to reflect and interpret the book. When the teacher sees the kids as competent reader it will make space for the kids to develop their skills in a safe environment. In Denmark it’s recommended that parents read at least thirty minutes every day for their kids since they are infants, this habit supports the development of reading and listening to their children. From above we can conclude that stories are very important for the kids development. The teacher can choose different ways to approach stories as examples in this text about dialogic reading. Others approach can be the kids read a story out loud for the class, the alone reading or the development their own stories from different pictures and photos etc. It will all depends on the teacher approach and main focus in the classroom. Out from this text we can conclude that stories can develop the kids written, reading, speaking and listening skills and therefor is a very important method to use in the classroom.