Modes of Reading in the Elementary Classroom

Abstract

This research study explores the impact of multiple text modes on student reading comprehension and literacy development in a 5th grade classroom. The research question was as follows: “How would different modes of text impact student reading comprehension?” Twenty 5th grade students took part in this study and four reading modes were explored: teacher read aloud, independent reading with a book, book on CD, and independent reading with a Nook. Data were collected over a period of four weeks through observations, surveys, comprehension checks, summaries, tracks, and discussion. Results from the data showed that students had a positive response to read alouds. Secondly, conversation surrounding a text added to understanding. A third finding revealed comprehension was dependent on assessment type. Finally, reading identity was different for all students. These findings led to two conclusions: discussion enhances student understanding, and multiple text modes and assessments meet diverse learning styles. The research was strongly linked to Howard Gardner’s (1983) research on the multiple intelligences. The study also includes implications for students and teachers.