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Synthesis presentation Synthesis presentation Presentation Transcript

  • SYNTHESIS PRESENTATION How do read alouds enhance student comprehension? By: Kristie Hall READ 5493.50
  • Research Inspiration
    • Personal teaching experience
    • Becoming a Nation of Readers (1985)
    • 90% of kindergarten teachers report reading aloud 5 days a week (U.S. Department of Ed., 1993)
    • 50% of students are below the basic level of reading. 33% of them will not complete H.S. (Iyengar, Sullivan, Nichols, Bradshaw, & Rogowski, 2007)
  • Method 10 Articles Total 5 qualitative 5 quantitative
    • Articles’ reference lists
    • U.S. Department of Education
    • National Center for Education Statistics
    Descriptor(s) # of Results read aloud 233 + study 124 + comprehension 62 Produced 6 possibilities
    • comprehension
    • + understanding
    29 Produced 0 possibilities
  • Findings
    • Link between comprehension and vocabulary
    • Text and environment matter
    • Talk needs to move beyond the facts
  • Vocabulary & Comprehension
    • Increased vocabulary understanding leads to increased comprehension in repeat readings (Neugebauer & Currie-Rubin, 2009).
    • Repeat readings help students make gains in vocabulary and comprehension (De Jong & Bus, 2004; Segers et al., 2004).
    • Hearing stories read aloud produce gains (Brabham & Lynch-Brown, 2002; De Jong & Bus, 2004; Neugebauer & Currie-Rubin, 2009; Segers et al., 2004).
  • Text and Environment
    • Authentic texts produced comprehension gains over decodable text (Beverly et al., 2009).
    • Books need to be engaging, interesting, developmentally appropriate, and relatable (Furtado, 2008; Pantaleo, 2007; Wiseman, 2011).
    • Safe environments, supportive feedback, and opened ended questions encourage student responses (Maloch & Beutel, 2009; Oueini et al., 2008; Pantaleo, 2007; Wiseman, 2011).
    • Teachers’ responses to students affect students’ interactions (Maloch & Beutel, 2009).
  • Talk Beyond the Facts
    • Teachers’ talk needs to:
      • model thinking and strategies
      • extend students’ comments
      • build a sense of agency
      • confirm and validate responses (Maloch & Beutel, 2009; Wiseman, 2011)
      • probe
      • label (Maloch & Beutel, 2009)
    • Student talk includes: predictions, observations, connections, questions, interpretations, inferences, and explanations (Maloch & Beutel, 2009; Pantaleo, 2007; Wiseman, 2011).
  • Talk Beyond the Facts
    • Student interactions provide insight into their understandings of the text (Maloch & Beutel, 2009; Pantaleo, 2007; Wiseman, 2011).
    • Students are able to rehearse new ideas and strategies (Maloch &Beutel, 2009; Pantaleo, 2007).
    • Together the group co-constructs the meaning of the text (Maloch &Beutel, 2009; Pantaleo, 2007).
  • Implications and Conclusions
    • Text and environment matter!
      • preview text
      • create a safe and supportive environment
    • Repeated readings allow for deeper understanding
      • pause for thinking and comments
    • Include vocabulary instruction to boost comprehension
    • Take the talk beyond the facts
  • Resources Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wiklinson, I. A. (1985). Becoming a nation of readers: The report of the commission on reading. Illinois:University of Illinois. Beverly, B. L., Giles, R. M., & Buck, K. L. (2009). First-grade reading gains following enrichment: Phonics plus decodable texts compared to authentic literature read aloud. Reading Improvement, 46(4), 191-205. Brabham, E. G., & Lynch-Brown, C. (2002). Effects of teachers’ reading-aloud styles on vocabulary acquisition and comprehension of students in the early elementary grades. Journal of Educational Psychology, 94(3), 465-473. De Jong, M. T., & Bus, A. G. (2004). The efficacy of electronic books in fostering kindergarten children’s emergent story understanding. Reading Research Quarterly, 39(4), 378-393. Furtado, L. (2008). A read-aloud cross-age service learning partnership using multicultural stories. Reading Matrix: An International Online Journal, 8(2), 1-18. Iyengar, S., Sullivan, S., Nichols, B., Bradshaw, T., & Rogowski, K. (2007). To read or not to read: A question of national consequence . Washington: Office of Research & Analysis.
  • Resources Continued Maloch, B., & Beutel, D. D. (2009). “Big loud voice. You have important things to say”: The nature of student initiations during one teacher’s interactive read-alouds. Journal of Classroom Interaction, 44(2), 20-29. Neugebauer, S. R., & Currie-Rubin, R. (2009). Read-alouds in Calca, Peru: A bilingual indigenous context. The Reading Teacher, 62(5), 396-405. Oueini, H., Bahous, R., & Nabhani, M. (2008). Impact of read-aloud in the classroom: A case study. Reading Matrix: An International Online Journal, 8(1), 1-22. Pantaleo, S. (2007). Interthinking: Young children using language to think collectively during interactive read-alouds. Early Childhood Education Journal, 34(6), 439- 447. Segers, E., Takke, L., & Verhoeven, L. (2004). Teacher-mediated versus computer-mediated storybook reading to children in native and multicultural kindergarten classrooms. School Effectiveness and School Improvement, 15(2), 215-226. U.S. Department of Education. (1993). Kindergarten classrooms and activities. Retrieved July 6, 2011, from National Center for Education Statistics Web site: http://nces.ed.gov/surveys/frss/publications/93410/index.asp?sectionid=6 Wiseman, A. (2011). Interactive read alouds: Teachers and students constructing knowledge and literacy together. Early Childhood Education Journal, 38, 431-238.