A Description of the Read Aloud Practices of Elementary School Teachers

Abstract

This study was designed to examine the read aloud practices of elementary school teachers. It also looked at those practices in regards to the differences exhibited between the different grade levels, and the teachers' different philosophies of reading instruction. Thirty-one teachers responded to a questionnaire designed to elicit their read aloud behaviors. The responses were recorded, tallied, and categorized according to the frequency and the similarities of the responses. These responses were then descriptively analyzed according to the three questions posed by the researcher. The findings revealed that many teachers are using the read aloud activity as a part of every school day. Their purposes for reading aloud were many but most read aloud for students’ enjoyment and to model mature reading behaviors. Most also desired to provide a rich literature background for their students. The activities that accompanied the reading were also numerous and varied, but all of the teachers conducted activities in conjunction with the read aloud. All of the teachers reported that their students enjoyed the activity, and were often motivated to read the stories read on their own. The data revealed that the current trend of educating and training teachers in the use of literature in the classroom is becoming practice in the classroom. Most of the teachers responding reported that they are using literature based language arts curricula. Implications for future research included other possible designs for similar research. Parents’ attitudes toward and practices of reading aloud was also addressed.