Is Reading Aloud to Students a Magical Experience?
Keyword
Value Of Reading AloudRead Aloud Process
Effective Reading Strategies
Student Attitudes Towards Reading Aloud
Teachers Attitudes Towards Reading Aloud
Qualitative Study
Date Published
5/1/2002Metadata
Show full item recordAbstract
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.Collections
Related items
Showing items related by title, author, creator and subject.
-
A Case Study: The Effect of Repeated Read-Alouds of Complex Texts on the Comprehension of a Preschool StudentAbstract The purpose of my research is to explore how the comprehension of a preschool student is impacted through being engaged in a total of twelve read alouds and discussions using complex texts in the form of a chapter book. During the conducting of this research, a preschooler participates in read alouds conducted by the researcher and engages in a post-reading discussion about the reading. Each read aloud is then repeated a second time followed by second post-reading discussion. My research seeks to answer to what extent can a preschool student retell and discuss content from a complex text? How does the use of repeated readings of complex texts impact the comprehension and vocabulary knowledge of a preschool student? The data is collected through the use of observations and comprehension rubrics.
-
First Grade Teachers’ Perspectives on Using Nonfiction Texts in Guided Reading and Read-Aloud LessonsThis research assessed first-grade teachers’ perspectives on using nonfiction text during guided reading and read-aloud lessons. Three teachers were all surveyed, observed, interviewed, and their classroom libraries were inventoried. Later the study revealed teachers’ perspectives on using nonfiction text. The findings showed there was a positive correlation between teachers’ increase in confidence and their use of the texts, and that teachers who had a high number of nonfiction texts in their classrooms incorporated the texts more often. The research gave implications for student learning which were students benefit from being taught about nonfiction text structure and nonfiction text engages students. It is recommended that teachers require education on nonfiction text and students need to be engaged with nonfiction text.
-
A Comparison of Fifth Grade Students’ Listening Behaviors Using Two Presentation Techniques: Storytelling and Read AloudThe purpose of this study was to investigate the effects of storytelling and reading aloud on fifth grade students' listening behaviors and preference of presentation technique. What presentation technique motivates a student to listen and what could we expect to observe when this is occurring? The subjects were from two different classrooms. There were 23 from one fifth grade class and 24 from the other classroom. They remained in their own classrooms for the procedure. The students were presented with the telling of two stories told by the same professional storyteller. One story had been memorized and was told without the use of a book, while the other was a story that was read from a book, called a read aloud. Each group of children was observed during the storytelling and read aloud sessions. Notes were taken during the presentations on the behaviors that students exhibit. Following each story, each classroom completed a short questionnaire. After their second, or final presentation, they completed a long form questionnaire, consisting of questions that would indicate how they felt during the presentations, their preference, and what they comprehended as well. Student questionnaires were collected and analyzed for common responses. The researcher looked for correlation between overt interest and active listening behaviors and preference of presentation technique.
