Synthesis presentation

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Synthesis presentation

  1. 1. SYNTHESIS PRESENTATION How do read alouds enhance student comprehension? By: Kristie Hall READ 5493.50
  2. 2. Research Inspiration <ul><li>Personal teaching experience </li></ul><ul><li>Becoming a Nation of Readers (1985) </li></ul><ul><li>90% of kindergarten teachers report reading aloud 5 days a week (U.S. Department of Ed., 1993) </li></ul><ul><li>50% of students are below the basic level of reading. 33% of them will not complete H.S. (Iyengar, Sullivan, Nichols, Bradshaw, & Rogowski, 2007) </li></ul>
  3. 3. Method 10 Articles Total 5 qualitative 5 quantitative <ul><li>Articles’ reference lists </li></ul><ul><li>U.S. Department of Education </li></ul><ul><li>National Center for Education Statistics </li></ul>Descriptor(s) # of Results read aloud 233 + study 124 + comprehension 62 Produced 6 possibilities <ul><li>comprehension </li></ul><ul><li>+ understanding </li></ul>29 Produced 0 possibilities
  4. 4. Findings <ul><li>Link between comprehension and vocabulary </li></ul><ul><li>Text and environment matter </li></ul><ul><li>Talk needs to move beyond the facts </li></ul>
  5. 5. Vocabulary & Comprehension <ul><li>Increased vocabulary understanding leads to increased comprehension in repeat readings (Neugebauer & Currie-Rubin, 2009). </li></ul><ul><li>Repeat readings help students make gains in vocabulary and comprehension (De Jong & Bus, 2004; Segers et al., 2004). </li></ul><ul><li>Hearing stories read aloud produce gains (Brabham & Lynch-Brown, 2002; De Jong & Bus, 2004; Neugebauer & Currie-Rubin, 2009; Segers et al., 2004). </li></ul>
  6. 6. Text and Environment <ul><li>Authentic texts produced comprehension gains over decodable text (Beverly et al., 2009). </li></ul><ul><li>Books need to be engaging, interesting, developmentally appropriate, and relatable (Furtado, 2008; Pantaleo, 2007; Wiseman, 2011). </li></ul><ul><li>Safe environments, supportive feedback, and opened ended questions encourage student responses (Maloch & Beutel, 2009; Oueini et al., 2008; Pantaleo, 2007; Wiseman, 2011). </li></ul><ul><li>Teachers’ responses to students affect students’ interactions (Maloch & Beutel, 2009). </li></ul>
  7. 7. Talk Beyond the Facts <ul><li>Teachers’ talk needs to: </li></ul><ul><ul><li>model thinking and strategies </li></ul></ul><ul><ul><li>extend students’ comments </li></ul></ul><ul><ul><li>build a sense of agency </li></ul></ul><ul><ul><li>confirm and validate responses (Maloch & Beutel, 2009; Wiseman, 2011) </li></ul></ul><ul><ul><li>probe </li></ul></ul><ul><ul><li>label (Maloch & Beutel, 2009) </li></ul></ul><ul><li>Student talk includes: predictions, observations, connections, questions, interpretations, inferences, and explanations (Maloch & Beutel, 2009; Pantaleo, 2007; Wiseman, 2011). </li></ul>
  8. 8. Talk Beyond the Facts <ul><li>Student interactions provide insight into their understandings of the text (Maloch & Beutel, 2009; Pantaleo, 2007; Wiseman, 2011). </li></ul><ul><li>Students are able to rehearse new ideas and strategies (Maloch &Beutel, 2009; Pantaleo, 2007). </li></ul><ul><li>Together the group co-constructs the meaning of the text (Maloch &Beutel, 2009; Pantaleo, 2007). </li></ul>
  9. 9. Implications and Conclusions <ul><li>Text and environment matter! </li></ul><ul><ul><li>preview text </li></ul></ul><ul><ul><li>create a safe and supportive environment </li></ul></ul><ul><li>Repeated readings allow for deeper understanding </li></ul><ul><ul><li>pause for thinking and comments </li></ul></ul><ul><li>Include vocabulary instruction to boost comprehension </li></ul><ul><li>Take the talk beyond the facts </li></ul>
  10. 10. 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.
  11. 11. 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.

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