Running head: INTERACTIVE READ-ALOUDS AND STUDENT COMPREHENSION 1 The Effect of Interactive Read-Alouds on Student Comprehension By Amy Mitchell A Master’s Paper Submitted in Partial Fulfillment of The Requirements for the Degree of Master of Science in Education - Reading ________________________________________________________ Major Advisor’s Signature ________________________________________________________ Date University of Wisconsin - River Falls 2015 INTERACTIVE READ-ALOUDS AND STUDENT COMPREHENSION 2 Abstract With elementary schools using comprehensive and demanding reading curricula, interactive read-alouds are often being neglected, or implemented without utilization to their fullest potential. Research shows that read-aloud time can be effectively utilized for comprehension instruction without sacrificing enjoyment and engagement. To investigate the impact of interactive read-alouds, I planned my read-aloud time using research based strategies. I carefully planned stops during reading to model thinking, ask questions, and facilitate student discussions. Students were assessed using graphic organizers, observations, recorded conversations, and standardized tests. Quantitative results indicated read-alouds reinforce the importance of students being read to, as well as demonstrating that interactive read-alouds are an effective way to boost student comprehension scores. Qualitative data revealed an overall improvement in student comprehension through graphic organizers and student conversation. Keywords: non-fiction, read-aloud, interactive read-aloud, comprehension INTERACTIVE READ-ALOUDS AND STUDENT COMPREHENSION 3 As a second grade classroom teacher, I was interested in researching the positive effects of interactive read-alouds. I was curious to see how read-alouds, with explicit instruction, could impact student comprehension. My district had recently made the switch from using a comprehensive basal curriculum to a comprehension focused curriculum. When using the basal curriculum, I noticed students were not comprehending at the level I thought they should be. With the basal my time was taken with the many components of the curriculum, and I didn’t often have time to do a daily read-aloud with my students. When I would do a read-aloud I would simply read aloud to my students. Occasionally I would stop to ask about their predictions or connections, but it was not a planned part of the read-aloud. My students were not engaged and distracted during read-aloud time. I could tell this was impacting their overall comprehension skills. This prompted my initial research and interest in interactive read-alouds. I began more carefully selecting read-alouds and thinking about what I might ask my students. I also made read aloud time a priority in my day. I began to notice my students becoming more interested and engaged during read aloud time. As my district slowly made the shift to comprehension based instruction, I began to notice students were responding well to read-alouds and I wanted to know more about the effects. I wanted to invest more time in planning my read- alouds to make sure I was maximizing the benefits of a time my students were truly enjoying during the day. As I selected read-alouds I would use sticky notes to plan stops for questions and conversation. I investigated how my struggling readers responded to higher level comprehension strategies. I also looked at the impact of student conversation in regard to these comprehension strategies through peer conversation. Read-aloud time was suddenly enjoyable again, and I was noticing a positive impact on student comprehension. INTERACTIVE READ-ALOUDS AND STUDENT COMPREHENSION 4 Literature Review Incorporating Teacher Read-Alouds and Student Comprehension In the recent past reading aloud to children became a “must” for parents and teachers who wanted children to succeed in school. Reading aloud was called “the single most important activity for building the knowledge required for eventual success in reading” according to the seminal publication, Becoming a Nation of Readers (Anderson, Hiebert, Scott, & Wilkenson, 1985, p. 23). Research showed the importance of reading aloud to children, especially when done explicitly as an interactive read-aloud. As teachers came to realize the importance of the practice for increasing student comprehension, the interactive read-aloud became a widely implemented practice in reading programs. Teachers continue the struggle to juggle phonemic awareness, phonics, fluency, comprehension, vocabulary, spelling, and writing instruction. They are finding less time to sit down with their students and implement a purposeful and well planned read-aloud. Read aloud time can be an ideal opportunity to build comprehension through the use of oral language activities, listening comprehension, and text-based discussion (Santoro, Chard, Howard, & Baker, 2008). This is most effective when there is a clear routine for the read-aloud and when it is part of the daily reading program (Terblanche, 2002). There are many ways to use interactive read-alouds, make the most of instructional time, and maintain enjoyment of the text being read. Most educators agree that teachers should read aloud to their students on a regular basis, but there are few specifics on how to conduct a read aloud (Fisher, Flood, Lapp, & Frey, 2004). Teachers should be making time in their busy days to conduct interactive read-alouds to maximize instructional time, while also modeling fluent reading and promoting the enjoyment of great literature. This can help students climb in their comprehension abilities and become better readers. INTERACTIVE READ-ALOUDS AND STUDENT COMPREHENSION 5 The Benefits of Teacher Read-Alouds There are numerous benefits to reading aloud. First of all, reading books to children opens up new and interesting experiences, subjects, and ideas to which they may not otherwise have had access (Coiro, 2003). Interactive read-alouds have the potential to be powerful because they serve so many instructional purposes-to motivate, encourage, excite, build background, develop comprehension, assist children in making connections, and serve as a model for fluent reading (Wadsworth, 2008). Research by Lane and Wright (2007) supports the fact that reading aloud promotes a range of skills related to emergent literacy and can yield important academic benefits for children. Purposeful and interactive read-alouds, along with follow up conversations, give teachers an opportunity to scaffold learning for students lacking in background knowledge (Wadsworth, 2008). Read-alouds are used to motivate students to read, build topical knowledge, and model discussions relating to text. Read-alouds model expressive and enthusiastic reading, transmit the pleasure of reading, and invite listeners to be readers (Richardson, 2000, p. 3). Reading aloud is one way that teachers can promote literacy at any age (Daisey, 1993). Several researchers have shown that read-alouds are a productive way to expose students to effective listening comprehension skills. They can also develop and increase their vocabulary, concepts of print, concepts of story, and background knowledge. Children develop their concepts of patterns and structures of the written language through listening to read-alouds. Children who experience a number of read-alouds come to school better able to understand the components of structure and the function of narrative texts. Some researchers even note that the experience of being read-aloud to helps children better express themselves, connect with others, and comprehend the world around them (Fisher et al., 2004). INTERACTIVE READ-ALOUDS AND STUDENT COMPREHENSION 6 Specifically looking at vocabulary, interactive read-alouds can be a dynamic method for educators to use a “teacher-centered” approach for introducing and talking about new words (Dickinson & Smith, 1994; Elley, 1989; Robbins & Ehri, 1994; Senechal, 1997). Reading aloud provides contexts and opportunities for children to learn new words before they have the reading skills needed to gain vocabulary independently (Santoro et al., 2008). Language development skills can be fostered through reading aloud. Children, even toddlers, mimic language patterns. Children who have difficulty learning to read can also struggle with developing oral language skills. Using interactive read-alouds can produce gains in oral language development (Coiro, 2003). There is research that phonological awareness may be positively affected by using read- alouds as well (Press, 2008). Components of an Effective Read Aloud Researchers agree there is no single approach to reading aloud. According to research by Kaplan and Tracey (2007), when students are actively involved in storybook reading and discussion, the read aloud is more effective. Researchers indicate that there are different components of effective interactive read-alouds, but some components are standard. Also, in order for children to develop their literacy, they must be given several opportunities throughout the day to demonstrate their understanding and to practice using comprehension strategies under the guidance of the teacher (Allington, 2001). Teachers should begin by selecting appropriate books in a variety of genres. Teachers who select high quality literature, including award-winning selections, find their students have animated discussions, and answer and ask questions thoughtfully (Fisher et al., 2004). These high quality selections should include well-written books with engaging plots and characters. They should also come with opportunities for teachers to model fluent and expressive reading. INTERACTIVE READ-ALOUDS AND STUDENT COMPREHENSION 7 To make high quality selections, consideration should be given to the target audience, length, cost, availability, representation of diversity, text coherence, and connection with other texts (Santoro et al., 2008). A variety of books can be used to teach different aspects of literacy, including non-fiction texts (Lane & Wright, 2007). By first selecting high quality literature the other components of reading aloud come more naturally and are more effective for students. There is a need for teachers to preview and practice text before reading it aloud to their students. When teachers practice reading the book ahead of time they are able to read more fluently, use expression, and find appropriate stopping points for questioning and discussion (Fisher et al., 2004). Reading in a lively, engaging way by using voices, gestures, and expressions can aid in student comprehension. Educators need to set expectations for purposes and goals of the text being read at the beginning of each new read-aloud. By setting a clear purpose for reading the students will know what to focus on while the teacher reads aloud. As educators we should ask ourselves what our goals and objectives are for each lesson so we can convey this to our students. Fluent reading should always be modeled during a read-aloud, which is why it is so important to practice ahead of time. Teachers need to be sure of pronunciations and take care not to stumble over words and sentences in the text. Animation and expression are to be modeled during read-aloud time. By reading with expression, students will become engrossed in the text and will show visible reactions as the teacher reads (Fisher et al., 2004). Additionally, by using interactive read-alouds, teachers are able to incorporate several comprehension skills. According to Scharlach (2008), the most important strategies to model during interactive read-alouds are:  Predicting INTERACTIVE READ-ALOUDS AND STUDENT COMPREHENSION 8  Visualizing  Connecting  Questioning  Main idea  Summarizing  Checking predictions  Making judgments Scharlach recommends using all eight strategies each time a read-aloud is conducted. Although this can be overwhelming at first, over time it becomes easier to implement and can flow naturally into instruction (Scharlach, 2008). Teachers should encourage students to predict what will happen in a story, as well as help students confirm or refute predictions using the text (Lane & Wright, 2007). These comprehension strategies should be developed throughout the curriculum to help the students connect to the books and enhance their understanding of text (Lane & Wright, 2007). Teachers should consistently be using and demonstrating discussions before, during, and after an interactive read-aloud. It is important to balance different types of questioning to promote discussion. Students should be engaged in immediate and non-immediate talk. Immediate talk focuses on answering literal questions, while non-immediate talk looks at word meanings, predictions, inferences, and personal connections. Educators should find ways for students to engage in non-immediate talk several times during an interactive read-aloud (Lane & Wright, 2007). By using effective discussion techniques, many comprehension strategies can be taught in partnership with discussion. In highly effective classrooms conversation is modeled and taught throughout the year. This accountable talk has a process and a purpose. Learners INTERACTIVE READ-ALOUDS AND STUDENT COMPREHENSION 9 depend on one another’s thinking to deepen their understanding and construct meaning (Nicols, 2006). Text-talk is another strategy that focuses on vocabulary development (Beck & Mckeown, 2001; Beck, Mckeown, & Kucan, 2002). The teacher uses text-talk by beginning a deep discussion with children and then targeting several words from the story to discuss more in depth (Beck & Mckeown, 2001; Beck et al., 2002). The words chosen should be meaningful to the understanding of the text. Text-talk can also be used to develop comprehension skills and provide time for students to reflect on the storyline (Santoro et al., 2008). Research suggests the importance of the read-aloud in any classroom, especially when done along with explicit instruction. Using interactive read-alouds along with specific comprehension strategies appears to have positive results for improving comprehension. Reading aloud to students is especially important in modeling fluent and expressive reading. Through reading aloud to students, students are able to view modeled fluent reading, as well as develop important comprehension strategies to aid them in reading throughout the different content areas. As children learn to read, not only do they need to see a model of fluent reading, but also have opportunities to discuss and interact with text. Reading aloud to students is conducive to enhancing student comprehension through predicting, inferring, connecting, visualizing, and a variety of other comprehension strategies. Comprehension skills improve when these strategies are put into practice (Santoro et al., 2008). Teachers need to make time for interactive read-alouds, and maximize the instructional value. Methodology Participants and Setting INTERACTIVE READ-ALOUDS AND STUDENT COMPREHENSION 10 The purpose of this study is to investigate the impact of a well-planned interactive read- aloud on second grade students. I used action research to gain a greater understanding of interactive read-alouds on student comprehension through written and oral responses. I conducted the study in my classroom, where I am a regular second grade classroom teacher. Thirteen second graders (seven boys and six girls) participated in this study. The table below shows the students, their gender, and their reading level. All students participated in the interactive read-alouds each day. These levels are based upon meeting the benchmark for the Fountas and Pinnell Benchmark Assessment Kit. The thirteen students were chosen based upon parent permission. Participant Gender Reading Level Student 1 Female On-Level Student 2 Male On-Level Student 3 Female Below-Level Student 4 Male Below-Level Student 5 Female Above-Level Student 6 Male Below-Level Student 7 Male Above-Level Student 8 Female On-Level Student 9 Male Below-Level Student 10 Male Above-Level Student 11 Male Above-Level Student 12 Female On-Level Student 13 Female On-Level Table 1: Study Participants. This tables shows the gender and reading level of the thirteen participants in the study. Materials In this study, I used a variety of read-aloud stories for my research (Appendix A). The books were chosen based on research, recommendations, curriculum requirements, and personal choice. Some of the stories I selected were mentioned in research articles as effective interactive