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
2002-05-01Metadata
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.
-
Read Alouds and Their Impact on Students' Literacy DevelopmentThis qualitative study explores the impact of reading aloud to upper or intermediate elementary students. The purpose of this study is to research how fourth grade students respond to a variety of read aloud texts, and how these rich literacy experiences impact students’ literacy development. This study gives background information about read alouds in the classroom and explores one fourth grade class's responses to read aloud text including the impact of these read alouds on students' literacy development.
