Clemson University TigerPrints All Dissertations Dissertations 12-2017 Exploring Teachers' Read-Aloud Book Selections: What Drives the Decision Rachael L. Ross Clemson University Follow this and additional works at:https://tigerprints.clemson.edu/all_dissertations Recommended Citation Ross, Rachael L., "Exploring Teachers' Read-Aloud Book Selections: What Drives the Decision" (2017).All Dissertations. 2049. https://tigerprints.clemson.edu/all_dissertations/2049 This Dissertation is brought to you for free and open access by the Dissertations at TigerPrints. It has been accepted for inclusion in All Dissertations by an authorized administrator of TigerPrints. For more information, please [email protected]. EXPLORING TEACHERS’ READ-ALOUD BOOK SELECTIONS: WHAT DRIVES THE DECISION A Dissertation Presented to the Graduate School of Clemson University In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Literacy, Language, and Culture by Rachael L. Ross December 2017 Accepted by: Dr. Jacquelynn A. Malloy, Committee Chair Dr. Linda B. Gambrell Dr. Sandra M. Linder Dr. Jonda C. McNair ABSTRACT Reading aloud is a common classroom practice that has many cognitive and affective benefits for students. Early childhood teachers conduct read-aloud events in classrooms across the country on a daily basis. A read-aloud event could not occur without the intentional selection of a book. This exploratory, sequential mixed method study explored the current use and frequency of read-alouds in K-2 classrooms. Specifically, the study sought to better understand teachers’ decision-making when choosing books to read aloud. This mixed method study occurred in two sequential phases: a qualitative phase followed by a quantitative phase. During the first phase, fifteen teachers were asked to document their read-aloud events in the classroom and share their rationale for selecting the books they chose to read. These teachers were then interviewed to learn more about their decision-making. Based on the findings of Phase I, a survey was developed and disseminated nationally. A total of 259 K-2 teachers from across the county responded to the survey during Phase II, which further explored the findings of the first phase. The findings reveal that 90% of teachers report reading aloud in K-2 classrooms several times a week or more. While many teachers follow specific reading curricula required by their school or district, 63.9% of them choose additional books to read aloud in the classroom. While teachers predominately expressed that the purpose of reading aloud was to develop a love of reading, their actual selection of the book was determined by how the book would help them teach or develop skills. ii Teachers shared many different modes for acquiring the books they use in their classrooms with the most common being the use of Scholastic Book Club, with 76.4% noting that they spend their personal money to build their classroom libraries. In selecting books for read-aloud, these teachers often make choices based on their own preferences, or on their assumptions of what their students like to hear. Teachers in this study reported a strong inclination to read fiction texts instead of informational texts, stating that they believed this is what their students wanted to hear. The act of reading aloud has been explored in great detail in the literature. With much support from the literature for reading aloud to students, this study explored the lesser-studied half of the read-aloud equation – the book selection process. This study attempted to better understand the decisions teachers make prior to reading aloud, decisions that greatly impact students’ outcomes. iii ACKNOWLEDGMENTS I wish to thank the following people for their support: Dr. Jacquelynn Malloy: Thank you for your unwavering support and guidance. You have been a source of constant encouragement from the moment I met you. You have taught me how to navigate the world of research and I am forever grateful. Thank you for the many opportunities you gave me. You eagerly pour into the next generation of literacy researchers and we hope to make you proud. Dr. Sandra Linder: Thank you for being the spark that ignited my love for mixed methods research. You have challenged me to think critically about my study and for that I am most grateful. Dr. Jonda McNair: Thank you for furthering my love of children’s literature and exposing me to such great, diverse texts. Your passion is evident in all you do. Dr. Linda Gambrell: I have admired your work for many years. It has been a pleasure to receive your feedback and encouragement throughout my program and study. To my family: Mom and Dad, thank you for encouraging me from such a young age to pursue my wildest dreams. There are not enough words to thank you for all you’ve meant to me throughout my educational career. Thank you teaching me the importance of hard work and perseverance. Ryan, possibly the greatest of thanks belongs to you. You have had a front row seat to my dissertation journey and you’ve encouraged me through every step. You make me feel like Superwoman and I couldn’t have done this without you. Thank you for your patience, love, and grace as well as the many sacrifices you made to make this dream a reality. I love you. iv VITA 2011 B.S. Early Childhood Education, Lee University Cleveland, Tennessee 2011-2012 Classroom Teacher Dalton, Georgia 2012-2014 Corps Member, Teach For America Baton Rouge, Louisiana 2012-2013 Classroom Teacher New Roads, Louisiana 2013-2014 Classroom Teacher Baton Rouge, Louisiana 2014 Master of Education, Louisiana State University Baton Rouge, Louisiana 2014-2016 Graduate Research Assistant Reading Recovery of South Carolina Clemson, South Carolina 2016-2017 Literacy Specialist, K-12 Memphis, Tennessee 2017-Present Reading & Math Specialist, K-4 Memphis, Tennessee v PUBLICATIONS Fullerton, S. K., Schafer, G. J., Hubbard, K., McClure, E. L., Salley, L., Ross, R. L. (2017). Considering quality and diversity: An analysis of read-aloud recommendations and rationales from children’s literature experts. New Review of Children’s Literature and Librarianship. Farley, G., & Ross, R. L. (2017). Planting seeds for new perspectives: Bringing equity into the literacy classroom. Reading Matters. Salley, L., Ross, R. L., & Hubbard, K. (2017). From children’s books to Google hits: Honing reading skills using informational texts. Reading Matters. Bates, C. C., Klein, A. F., Schubert, B., McGee, L. M., Anderson, N., Dorn, L., Ross, R.L., & McClure, E. (2016). E-books and E-book apps: Considerations for beginning readers. The Reading Teacher. Huber, R. & Bates, C. C. (2016). Are you (P)Interested in 21st century teaching and learning?. Young Children. Bates, C. C., Huber, R., & McClure, E. (2016). Stay connected: Using technology to enhance PLCs. The Reading Teacher. Hubbard, K., Huber, R., & Salley, L. They’re not too young: Unpacking vocabulary strategies for use with K-2 students. Reading Matters. vi TABLE OF CONTENTS Page TITLE PAGE .................................................................................................................... i ABSTRACT ..................................................................................................................... ii ACKNOWLEDGMENTS .............................................................................................. iv VITA ................................................................................................................................ v LIST OF TABLES ........................................................................................................... x LIST OF FIGURES ....................................................................................................... xii CHAPTER I. INTRODUCTION ......................................................................................... 1 Reading Aloud ......................................................................................... 2 Statement of the Problem ......................................................................... 5 Purpose of the Study ................................................................................ 7 Research Questions .................................................................................. 8 The Researcher......................................................................................... 9 Rationale and Significance .................................................................... 10 Definitions of Key Terms ...................................................................... 10 Chapter Summary .................................................................................. 11 II. LITERATURE REVIEW ............................................................................ 13 Theoretical Foundation .......................................................................... 13 Teachers’ Book Selection ...................................................................... 17 Chapter Summary .................................................................................. 31 III. METHOD .................................................................................................... 32 Approach to Answering the Questions .................................................. 32 Research Design- Mixed Method Exploratory, Sequential Design ....... 34 Participant and Demographic Data ........................................................ 37 Phase I: Qualitative Data Collection ...................................................... 40 Interest Survey ....................................................................................... 42 Read-Aloud Recording Sheet ................................................................ 46 vii Table of Contents (Continued) Page Individual Interviews ............................................................................. 48 Phase I: Data Analysis Procedures ........................................................ 49 Phase II: Quantitative Data Collection .................................................. 51 Development and Validation of the Survey ........................................... 51 Disseminating the Survey ...................................................................... 55 Phase II: Data Analysis Procedures ....................................................... 58 Ethical Considerations ........................................................................... 60 Validation and Legitimation .................................................................. 61 Chapter Summary .................................................................................. 63 IV. FINDINGS ................................................................................................... 65 Phase I: Qualitative Findings ................................................................. 66 Read-Aloud Recording Sheets ............................................................... 67 Interviews ............................................................................................... 84 Qualitative Summary ........................................................................... 101 Phase II: Quantitative Findings ............................................................ 103 Frequency of Read-Alouds in K-2 Classrooms ................................... 103 Rationale for Reading Aloud ............................................................... 106 Book Acquisition and Access to Resources ......................................... 111 Reasons for Choosing Books ............................................................... 113 Chapter Summary ................................................................................ 119 V. DISCUSSION ............................................................................................ 121 Discussion of the Findings ................................................................... 122 Research Question One: Frequency of Reading Aloud ....................... 123 Research Question Two: Purposes of Reading Aloud ......................... 130 Research Question Three: Teachers’ Access to Resources ................. 134 Research Question Four: Teachers’ Reasons for Choosing Books ..... 138 Limitations ........................................................................................... 142 Directions for Future Research ............................................................ 144 Conclusion ........................................................................................... 145 APPENDICES ............................................................................................................. 148 A: Institutional Review Board Approval ........................................................ 149 B: Initial Email to Principals .......................................................................... 151 C: Email with Interest Survey ......................................................................... 152 D: Interest Survey ........................................................................................... 153 E: Read-Aloud Recording Sheet .................................................................... 155 viii Table of Contents (Continued) Page F: Participant Information Document ............................................................ 156 G: Email with Reading Survey ....................................................................... 158 H: Interview Protocol ...................................................................................... 159 I: Reading Survey .......................................................................................... 161 J: Survey Email to Principals......................................................................... 168 REFERENCES ............................................................................................................ 169 CHILDREN’S BOOK REFERENCES ....................................................................... 178 ix