ABSTRACT
The purposeful use of multicultural read-aloud lessons with a focus on empathy and perspective-taking allows a common reading instruction practice in the USA to be utilized to help students develop prosocial habits of empathy and perspective-taking while exploring topics of culture and history and still meet curriculum demands for reading instruction. Based on an action research study with third-grade students in the USA, this chapter presents multicultural literature selection considerations, a sample book list, and question design techniques for use during the read-aloud lessons. Focusing on perspective-taking and empathy during the read-aloud has the potential to create contact between the students and characters who, in real life, exist in marginalized groups, and these discussions serve an important role in developing student mindsets that can reduce prejudice and promote peaceful interactions through empathy.
