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Journal Title
Readers/Advisors
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2002-05-01
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Abstract
The purpose of this study was to determine whether the practice of teachers reading aloud to students has perceived value. Surveys of teachers attitudes/behaviors and student attitudes/experiences concerning reading aloud to students were created to gather data. The data were analyzed qualitatively.
Thirty-six teachers and 106 students responded to questionnaires designed to elicit their opinions on the value of the read aloud process. The responses were recorded, tallied and categorized according to similarities and frequency.
The findings revealed that both teachers and students value the read aloud process. Specific examples from students help illustrate the role that being read aloud to has played in their educational experience. Teachers include the read aloud technique among modeling and guided reading as effective strategies to use in their classrooms.
Implications for future research include investigations into student interest and motivation with regards to reading. In addition, there is potential for further research on the read aloud technique on the secondary level where it is used less frequently than on the primary or intermediate elementary levels.