A survey of teachers' read‐aloud practices in middle schools

Ariail, Mary; Albright, Lettie K.

doi:10.1080/19388070609558443

Cited by 23 publications

(31 citation statements)

References 7 publications

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“…According to our observations on our video recorded classroom data, consisting of sixth grade classroom interaction, both students and teachers read-aloud often during L1 lessons. Even if it has been demonstrated that teacher read-alouds decrease when students get older (Ariail & Albright, 2006), we observed this activity on nearly all of the sixth grade lessons in our data. This state of affair raised our curiosity: What is going on in Finnish L1-lessons when the teacher or student is reading aloud for other participants?…”

Section: Introductioncontrasting

confidence: 76%

“…Clark & Andreasen, 2014), the studies on reading aloud practices in upper grades remain as exceptions. For example, Albright and Ariail (2005) and Ariail and Albright (2006) have conducted surveys on US middle school teachers on their read-aloud practices, and they found out that teachers often use this pedagogic tool in their teaching. Particularly language art teachers read fictional texts but also non-fictional texts, which were preferred by teachers of other subjects.…”

Section: Introductionmentioning

confidence: 99%

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Interactional organization and pedagogic aims of reading aloud practices in L1 education

Tainio

Slotte

2017

NJLR

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The aim of this article is to examine the students' and teachers' activities of reading aloud as it occurs in and through interaction in L1-classrooms in the sixth grade with 12-year-old students. Our data consists of video-recorded classroom interaction in Finnish comprehensive schools. The method adopted is conversation analysis. This analysis encompasses read-alouds with reference to genre, source of the text and recipients' visual access or non-access to the text. According to our analysis, the reading aloud a text is used to create a shared reference point in classrooms in terms of allocating turns, emphasizing the importance of the content or ideology of the text, deepening the knowledge and motivation for learning, fostering writing skills, or merely to enjoy the text or to fill up lesson time. In the discussion we reflect on read-alouds as a pedagogical tool for developing literacy skills in a classroom setting.

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Section: Introductioncontrasting

confidence: 76%

Section: Introductionmentioning

confidence: 99%

Interactional organization and pedagogic aims of reading aloud practices in L1 education

Tainio

Slotte

2017

NJLR

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“…When used with the main textbook for the course, teacher read-alouds are also referred to as listening while reading because students are expected to follow along silently in their own books as they listen to the teacher read it (Dowhower, 1987). This format has been observed (McCulley et al, 2012) and reported (Ariail & Albright, 2006) as a common practice in middle and high school classes, particularly in English language arts and social studies classes. Those who support or criticize it offer varying rationale as described in the next sections.…”

Section: Read-aloud In Content Area Classesmentioning

confidence: 63%

“…In a survey of middle school teachers, 72.2 % of respondents confirmed they spent instructional time reading aloud to their students (Ariail & Albright, 2006). The authors reported those not implementing the practice were most often teachers of elective courses such as art, music, and physical education.…”

mentioning

confidence: 99%

The effects of teacher read-alouds and student silent reading on predominantly bilingual high school seniors’ learning and retention of social studies content

et al. 2013

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Teacher read-alouds (TRA) are common in middle and high school content area classes. Because the practice of reading the textbook out loud to students is often used out of concern about students’ ability to understand and learn from text when reading silently (SR), this randomized controlled trial was designed to experimentally manipulate text reading while blocking on all other instructional elements to determine the relative effects on learning content. Predominantly Spanish–English bilingual twelfth-graders (n = 123) were randomly assigned to either a TRA or SR condition and provided 1 week of high quality instruction in US history. Daily lessons included teaching key terms in the passage, previewing text headings, and conducting comprehension checks. Results of immediate, 1-week delayed, and 1-month delayed assessments of content learning revealed no significant differences between the two groups. Students were also asked to rate the method of reading they believed best helped them understand and remember information. Students in the SR condition more consistently agreed that reading silently was beneficial. Findings suggest low performing adolescents of different linguistic backgrounds can learn content as well when reading appropriately challenging text silently as when the teacher reads the text aloud to them.

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“…We did learn that motivation, interest, and engagement are often enhanced when the teacher spends time reading aloud in middle school (Albright & Ariail, 2005;Ariail & Albright, 2006), that reading a variety of materials can also increase student understanding of content material and student engagement (Roser & Keehn, 2002), and that teacher read aloud can be used to introduce topics and help students make connections with content (Alvermann & Phelps, 1998). Lesesne (2001) also explained that teacher read aloud provides a way for teachers to introduce students to new books and materials they would not find on their own.…”

Section: Teacher Read Aloud In Middle Schoolmentioning

confidence: 99%

Examining Sixth Grade Students’ Reading Attitudes and Perceptions of Teacher Read Aloud: Are All Students on the Same Page?

Clark

Andreasen

2014

Literacy Research and Instruction

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The purpose of this embedded mixed methods study was to examine how sixth graders with high and low reading attitudes perceive teacher read aloud. We utilized quantitative data by surveying sixth graders (N = 87) about their reading attitudes and then collected qualitative data by interviewing five students, interviewing the teacher, conducting classroom observations, and reviewing read aloud materials. Students with lower reading attitudes enjoyed the relaxed classroom setting, while those with higher attitudes enjoyed the books being read. Other themes suggested that all students engaged inconsistently with the text, and that students are indeed aware of the potential instructional benefits of reading aloud. Implications are discussed including the importance of pairing teacher read aloud with other strategies to help students engage more explicitly with the text.

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A survey of teachers' read‐aloud practices in middle schools

Cited by 23 publications

References 7 publications

Interactional organization and pedagogic aims of reading aloud practices in L1 education

Interactional organization and pedagogic aims of reading aloud practices in L1 education

The effects of teacher read-alouds and student silent reading on predominantly bilingual high school seniors’ learning and retention of social studies content

Examining Sixth Grade Students’ Reading Attitudes and Perceptions of Teacher Read Aloud: Are All Students on the Same Page?

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